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Carlisle Indian School Digital Resource Center

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Carlisle Indian School Digital Resource Center

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Welcome

The Carlisle Indian Industrial School is a major site of memory for many Native peoples, as well as a source of study for students and scholars around the globe. This website represents an effort to aid the research process by bringing together, in digital format, a variety of resources that are physically preserved in various locations around the country. Through these resources, we seek to increase knowledge and understanding of the school and its complex legacy, while also facilitating efforts to tell the stories of the many thousands of students who were sent there.

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Carlisle Indian School Digital Resource Center

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The Carlisle Indian Industrial School is a major site of memory for many Native peoples, as well as a source of study for students and scholars around the globe. This website represents an effort to aid the research process by bringing together, in digital format, a variety of resources that are physically preserved in various locations around the country.

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The Indigenous Roots of Rock and Roll - TeachRock

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What does Link Wray's biography say about how Native Americans lived in the first half of the 20th century, and what role did Wray's upbringing have on his music?

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Teaching materials, interviews, etc.

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Jewish witness to the 20th century | Centropa

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Preserving Jewish memory. Bringing history to life. Explore our archive of 1,230 interviews and 25,664 family pictures from 15 European countries, and use them in your lessons.

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Teaching Native American Histories Lesson Plans

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Teaching Native American Histories Lesson Plans

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UMass Amherst

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Teacher's Guide: American Indian History and Heritage

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Teacher's Guide: American Indian History and Heritage

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NEH EDSITEment

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Since 1990, Congress has authorized an annual presidential proclamation that designates November as National American Indian Heritage Month to encourage all people to learn about the contributions and cultures of the Indigenous peoples of the North American continent. Such recognition, however, dates back further with state and organizational recognition of Indigenous peoples days and commemorations occurring at the turn of the twentieth century. For example, Dr. Arthur C. Parker, a Seneca Indian and co-founder of the Society of American Indians in 1911, organized American Indian Day beginning in 1915. More recently, Columbus Day, which is recognized on the second Monday of October, has been reclaimed in cities across the United States as Indigenous People's Day.

This Teacher's Guide will introduce you to the cultures and explore the histories of some groups within the over 5 million people who identify as American Indian in the United States, with resources designed for integration across humanities curricula and classrooms throughout the school year.

Guiding Questions

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This Teacher's Guide will introduce you to the cultures and explore the histories of some groups within the over 5 million people who identify as American Indian in the United States, with resources designed for integration across humanities curricula and classrooms throughout the school year.

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Native Knowledge 360 - Transforming teaching and learning about Native Americans

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Native Knowledge 360 - Transforming teaching and learning about Native Americans

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The National Museum of the American Indian in Washington, DC, is open to the public. Timed-entry passes are required for visitors of all ages.
The National Museum of the American Indian in New York, NY, remains temporarily closed.

Featured Items

Explore new and timely resources from Native Knowledge 360°.

Early Encounters in Native New York: Did Native People Really Sell Manhattan?

Understand how the 17th century fur trade brought together two cultures, one Native and the other Dutch, with different values and ideas about exchange.

Native American Heritage Month

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The National Museum of the American Indian in Washington, DC, is open to the public. Timed-entry passes are required for visitors of all ages.The National Museum of the American Indian in New York, NY, remains temporarily closed. Explore new and timely resources from Native Knowledge 360°.

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Holocaust and Antisemitism Primary Sources

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Holocaust and Antisemitism Primary Sources

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Internet History Sourcebooks Project - Fordham University

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Holocaust

See Main Page for a guide to all contents of all sections.
Back to Index

Bernard Lazare: Antisemitism: Its History and Causes, 1894, full text [At this Site]

Mark Twain: Concerning The Jews, Harper's Magazine, March, 1898 [At this Site]

Religious Anti-Semitism

Racist Anti-Semitism

Emile Zola (1840-1902): J'accuse, L'Aurore, 13 January 1898, in French [at Cnam] or Émile Zola: J'accuse [French text][At BPJJ]
Zola's scathing attack on the Dreyfus case.

T.S. Eliot: Burbank with a Baedeker: Bleistein with a Cigar [At Bartleby]
Eliot, one of the greatest of 20th-century poets was, nevertheless, an anti-Semite. The casual anti-Semitism of much of the Western elite tends to be overlooked in discussions of religious and racial anti-Semitism, but was an important contributor to the tragedy of the Holocaust. [See also Eliot'sThe Waste Land.]

Jacob Thorkelson: Smearing Jews in Congress, 1939 [At this Site]

Violent Racist Anti-Semitism

Back to Index
The "Final Solution" : The Murder of European Jewry
Back to Index
Ordinary Germans and the Holocaust
Back to Index Back to Index Back to Index Back to Index Back to Index Back to Index
Pre- and Post-Holocaust Genocides

UN Resolution 260- On Genocide, 1948 [At this Site]

Armenia 1914-
WEB The Armenian Genocide [At armeniapedia.org]
The genocide of Armenians took place during WWI in Turkey's eastern provinces.

Bangladesh 1971

East Timor 1975-

Cambodia 1978

Rwanda 1996

Former Yugoslavia

Back to Index NOTES: Dates of accession of material added since July 1998 can be seen in the New Additions page.. The date of inception was 9/22/1997. Links to files at other site are indicated by [At some indication of the site name or location]. Locally available texts are marked by [At this Site]. WEB indicates a link to one of small number of high quality web sites which provide either more texts or an especially valuable overview.

The Site Concept and Design: created 26 Jan 1996: latest revision 20 January 2021 [ Internet History Sourcebooks Project is located at the History Department of Fordham University, New York. The Internet Medieval Sourcebook, and other medieval components of the project, are located at the Fordham University Center for Medieval Studies.The IHSP recognizes the contribution of Fordham University, the Fordham University History Department, and the Fordham Center for Medieval Studies in providing web space and server support for the project. The IHSP is a project independent of Fordham University. Although the IHSP seeks to follow all applicable copyright law, Fordham University is not the institutional owner, and is not liable as the result of any legal action. Paul Halsall CV]

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Holocaust See Main Page for a guide to all contents of all sections. Back to Index Bernard Lazare: Antisemitism: Its History and Causes, 1894, full text [At this Site] Mark Twain: Concerning The Jews, Harper's Magazine, March, 1898 [At this Site] Religious Anti-Semitism Racist Anti-Semitism Emile Zola (1840-1902): J'accuse , L'Aurore, 13 January 1898, in French [at Cnam] or Émile Zola: J'accuse [French text][At BPJJ] Zola's scathing attack on the Dreyfus case.

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Origins: Current Events in Historical Perspective

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Secondary Childhood Lesson Plans | Middle Childhood Lesson Plans

"The lesson plans on this website were created by the pre-service teachers in the Social Studies M.Ed. program and Middle Childhood Education M.Ed. and B.S.Ed. Both licensure programs are part of the Department of Teaching and Learning at The Ohio State University. Many of the lessons contain a high level of detail as we work to develop pre-service teacher thinking about their teaching and instructional choices while they are learning the planning process. The pre-service teachers are committed to excellence in teaching social studies and to using current events to help middle and high school students engage with historical content. Each lesson utilizes an Origins article and connects the topic with the New Ohio Learning Standards for Social Studies. The lesson plans vary in grade level, content, academic skills, use of technology, and instructional strategies."

"Thank you to the social studies pre-service teachers who committed their time to creating these plans and who so willingly shared their work. Finally, thank you to The Ohio State University's History Department in supporting the development of pre-service social studies teachers and providing them a venue in which to share their lesson plans." -- Tami Augustine, Clinical Assistant Professor of Social Studies and Middle Childhood Education.

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Teacher Tools | Origins: Current Events in Historical Perspective

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Origins: Current Events in Historical Perspective; In each issue of Origins, an academic expert will analyze a particular current issue - political, cultural, or social - in a larger, deeper context. In addition to the analysis provided by each month's feature, Origins will also include images, maps, graphs and other material to complement the essay.

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Origins: Current Events in Historical Perspective

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Now more than ever, Origins remains committed to providing insight on institutional racism as a force that has shaped the United States and the lives of every American. This "Black Lives in American History" page gathers in one easy-to-navigate location many of our articles, podcasts, and videos on the history of race, racism, and the Black American experience.

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Now more than ever, Origins remains committed to providing insight on institutional racism as a force that has shaped the United States and the lives of every American. This "Black Lives in American History" page gathers in one easy-to-navigate location many of our articles, podcasts, and videos on the history of race, racism, and the Black American experience.

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Idle No More organizers have been successful in changing the social and political context in kanada (and beyond) through our focus on public education and non-violent direct action. Settler colonial institutions such as schools and mass media uphold colonialism and work to normalize the inequities and injustices Indigenous people continue to face. In this section, you will find tools to dismantle these inequities through the work and resources created by Indigenous land protectors, academics, and community members.

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Idle No More organizers have been successful in changing the social and political context in kanada (and beyond) through our focus on public education and non-violent direct action. Settler colonial institutions such as schools and mass media uphold colonialism and work to normalize the inequities and injustices Indigenous people continue to face.

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US Holocaust Memorial Museum

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Voices on Antisemitism features a broad range of perspectives about antisemitism and hatred. This podcast featured dozens of guests over its ten-year run. Listen to selected episodes below or view the full archive here. The opinions expressed in these interviews do not necessarily represent those of the Museum.
The series was made possible by generous support from the Elizabeth and Oliver Stanton Foundation. See all Episodes

February 26, 2009
When Helen Jonas speaks of SS officer Amon Goeth, her voice still bears traces of the horrors she witnessed as his house servant at the Plaszow Concentration Camp. Sixty years later, Jonas met with Goeth's daughter Monika, a meeting recorded for the documentary film Inheritance.

March 3, 2011
In his book Autobiography of a Recovering Skinhead, Frank Meeink describes with brutal honesty his descent into bigotry and violence as a teenage neo-Nazi. Through some surprising personal encounters, Meeink came to reject his beliefs and become an advocate for tolerance and diversity.

April 9, 2009
Sayana Ser was born in Cambodia in 1981, two years after the fall of dictator Pol Pot. Today, Ser works to help her country heal from that genocide. As part of that effort, Ser decided to translate The Diary of Anne Frank into her native language of Khmer.

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Voices on Antisemitism features a broad range of perspectives about antisemitism and hatred. This podcast featured dozens of guests over its ten-year run. Listen to selected episodes below or view the full archive here. The opinions expressed in these interviews do not necessarily represent those of the Museum.

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Short film by US Holocaust Memorial Museum

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Museum of Jewish Heritage

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Museum of Jewish Heritage Holocaust Curriculum

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About this lesson

How did antisemitism affect Jews living in Nazi Germany? This lesson plan defines antisemitism and examines anti-Jewish discrimination in Nazi Germany, emphasizing how Jews responded to this discrimination. This historical background leads into how antisemitism affects Jewish communities today.

Sign in to see more

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Lesson Plan on Antisemitism | Museum of Jewish Heritage Holocaust Curriculum

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How did antisemitism affect Jews living in Nazi Germany? This lesson plan defines antisemitism and examines anti-Jewish discrimination in Nazi Germany, emphasizing how Jews responded to this discrimination. This historical background leads into how antisemitism affects Jewish communities today. Sign in to see more

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Native American Children's Literature Reading List

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Native American Children's Literature Reading List

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Teaching Hard History Podcast with Dr. Hasan Kwame Jeffries

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Teaching Hard History Podcast with Dr. Hasan Kwame Jeffries

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Congressman Hakeem Jeffries represents New York's 8th congressional district. Our final episode this season takes us to the U.S. House of Representatives for a conversation between Rep. Jeffries and his brother, our host, Dr. Hasan Jeffries, to discuss the lingering effects of the Jim Crow era-including voter access, prison and policing reform, and other enduring injustices-and to discuss the continued relevance of teaching "hard history" as it relates to public policy today.

After emancipation, aspects of the legal system were reshaped to maintain control of Black lives and labor. Historian Robert T. Chase outlines the evolution of convict leasing in the prison system. And Historian Brandon T. Jett explores the commercial factors behind the transition from extra-legal lynchings to police enforcement of the color line. We examine the connections between these early practices and the more familiar apparatuses of today's justice system-from policing to penitentiaries.

From concertos to operas, Black composers captured the changes and challenges facing African Americans during Jim Crow. Renowned classical pianist Lara Downes is bringing new appreciation to the works of artists like Florence Price and Scott Joplin. In our final installment of Music Reconstructed, Downes discusses how we can hear the complicated history of this era with historian Charles L. Hughes.

When we consider the trauma of white supremacy during the Jim Crow era-what writer Ralph Ellison describes as "the brutal experience"-it's important to understand the resilience and joy that sustained Black communities. We can experience that all through the "near-comic, near-tragic lyricism" of the blues. In part 3 of this series, acclaimed musician, songwriter and poet Adia Victoria talks with Charles L. Hughes about how the bittersweet nature of blues does "the very emotionally mature work of acknowledging" this complex history.

Black political ideologies in the early 20th century evolved against a backdrop of derogatory stereotypes and racial terrorism. Starting with Marcus Garvey and the Universal Negro Improvement Agency, historian Minkah Makalani contextualizes an era of Black intellectualism. From common goals of racial unity to fierce debates over methods, he shows how movements of the 1920s and 1930s fed into what became the civil rights and Black Power movement.

From ranches to railroads, learn about the often unrecognized role that African Americans played in the range cattle industry, as Pullman porters and in law enforcement. In part two of this special series, Grammy Award-winner Dom Flemons takes us on a musical exploration of the American West after emancipation. "The American Songster" joins historian Charles L. Hughes to discuss the complexity of the sounds, songs and stories about the Jim Crow era.

This nation has a long history of exploiting Black Americans in the name of medicine. A practice which began with the Founding Fathers using individual enslaved persons for gruesome experimentation evolved into state-sanctioned injustices such as the Tuskegee Syphilis Study, among others. Award-winning historian Dr. Deirdre Cooper-Owens details a chronology of medical malpractice and racist misconceptions about health while highlighting lesser-known stories of medical innovations by African Americans.

This is a special four-part series where historian Charles L. Hughes introduces us to musicians who are exploring the sounds, songs and stories of the Jim Crow era. In this installment, Jazz pianist Jason Moran discusses his acclaimed musical celebration of a man he calls "Big Bang of Jazz," bandleader, arranger and composer James Reese Europe. During World War I, Europe fought as a Lieutenant with the fabled "Harlem Hellfighters" 369th U.S. Infantry and directed the regiment's renowned band.

During the Harlem Renaissance, more Black artists than ever before were asking key questions about the role of art in society. Oftentimes the Harlem Renaissance is misconstrued as a discrete moment in American history-not as the next iteration of a thriving Black artistic tradition that it was. Literature scholar Julie Buckner Armstrong urges educators to look deeper into the texts left to us by these artists and come to a fuller understanding of this stage in a long chronology of Black artistic expression.

In the United States, Black athletes have had to contend with two sets of rules: those of the game and those of a racist society. While they dealt with 20th century realities of breaking the color line and the politics of respectability, Black fans, educational institutions, and the Black press were building sporting congregations with their own wealth and energy. Historians Derrick White and Louis Moore trace how these great men and women worked to create a more just future on the field and off.

Opportunities created by the New Deal were often denied to African Americans. And that legacy of exclusion to jobs, loans and services can be seen today in federal programs and policies as well as systemic inequities in housing, education, health and the accumulation of wealth. Historian Jill Watts examines the complicated history of the New Deal, beginning with the growing political influence of Black voters in the 1930s, the election of FDR and the creation of the Black Cabinet.

U.S. involvement in world wars and the domestic Black freedom struggle shaped one another. By emphasizing the diverse stories of servicemen and women, historian Adriane Lentz-Smith situates Black soldiers as agents of American empire who were simultaneously building their own institutions at home. While white elected officials worked to systemically embed segregation into government, African Americans attempted to bolster their citizenship and freedom rights through soldiering.

Historian Tera Hunter describes Black institution-building post-slavery and throughout the Jim Crow era, illustrating how Black workers reorganized labor to their advantage, despite virulent white resistance. During the same period, historically black colleges and universities (HBCUs) produced future leaders while cultivating resistance to white supremacy-and continue to do so. Educator Jelani Favors explains the evolution of these institutions, noting their legacies of social activism and student advocacy.

Naming the 1921 Tulsa massacre a "race riot" is inaccurate. Historian David Krugler urges listeners to call this and other violent attacks what they were: premeditated attempts at ethnic cleansing. Decades before, African Americans moved North in record numbers during the Great Migration. Krugler delves into connections between diaspora and violence and highlights the strength of Black communities in resistance to white supremacist terrorism.

Black American experiences during Jim Crow were deeply affected by the ever-present threat of lynching and other forms of racist violence. Historian Kidada Williams amplifies perspectives from Black families, telling stories of lynching victims obscured by white newspapers. She and Kellie Carter Jackson urge educators to confront the role of this violence in American history, how major institutions stood idly by and how Black Americans fought for justice.

The Lost Cause narrative would have us believe that Confederate monuments have always been celebrated, but people have protested them since they started going up. Historian Karen Cox unpacks how the United Daughters of the Confederacy used propaganda to dominate generations of teachings about the Civil War through textbooks, legislation, and popular culture-and how, after the war, the South and the North prized white reconciliation over justice for all.

Just months after the Civil War ended, former Confederates had regained political footholds in Washington, D.C. In her overview of Reconstruction, Kate Masur notes how-in the face of evolving, post-slavery white supremacy-Black people claimed their citizenship and began building institutions of their own. Ahmad Ward then takes us to 1860s Mitchelville, South Carolina, where Black policing power, land ownership and more self-governance were the norm.

Historian Ed Baptist provides context on the creation and enforcement of a U.S. racial binary that endures today, as well as Black resistance as a force for political change. And Aisha White urges educators to ask themselves, "What did you learn about race when you were younger?" before they engage with children. She argues that self-reflection and ongoing education are vital tools to combat the fallacy of ignoring students' racialized experiences.

People from all corners of public life are telling teachers to stop discussions about race and racism in the classroom, but keeping the truth of the world from students simply doesn't work. English teacher Matthew Kay urges educators to create brave spaces instead. He provides examples of classroom strategies for engaging with students at the intersections of race, literature and lived experience. Hint: it involves vulnerability, accountability and quality affirmations.

This season, we're examining the century between the Civil War and the modern civil rights movement to understand how systemic racism and slavery persisted and evolved after emancipation-and how Black Americans still developed strong institutions during this time. Co-hosts Hasan Kwame Jeffries and Bethany Jay discuss how students need to grasp this history to understand injustices many of them face today, from voter suppression to mass incarceration.

In 2015, Coach Steve Bandura loaded the Anderson Monarchs, a Little League baseball team from Philadelphia, onto a 1947 Flxible Clipper Bus for a barnstorming tour back in time. Bandura and the players recount lessons learned while visiting historic civil rights sites, meeting veteran activists and playing baseball along the way. And historian Derrick E. White, co-host of The Black Athlete podcast, explores the intersection of sports and civil rights history.

The civil rights movement offers critical context for understanding the systemic police violence, voter suppression efforts, 'law and order' rhetoric and criminalization of activism we see today. It also helps us understand the strategies activists use to fight these injustices. Historians Shannon King and Nishani Frazier explain how they use 21st-century Black activism to teach the movement's history-and how they use the movement to help students better understand the contemporary Black freedom struggle.

The history of the Black Panther Party for Self-Defense can help us understand the transition from civil rights to Black Power and contemporary issues like mass incarceration. From the Ten-Point Platform to survival programs, historian Robyn C. Spencer outlines key aspects of the party's revolutionary ideology, grassroots activism and community service. And historian Jakobi Williams joins to share valuable classroom insights.

Historian Clarence Lang joins us for a conversation about Malcolm X. We discuss his commitment to Black pride and self-determination and his rejection of the white gaze and the myth of American exceptionalism. Learn how teaching about the life and works of Malcolm X can illuminate the universe of possibilities of the civil rights movement-and the diversity of ideology, strategy and political thought within the Black freedom struggle.

In this episode, we talk with movement veteran Courtland Cox about lessons from the Student Nonviolent Coordinating Committee and his own development as a young organizer of the Emmett Till generation. We join Karlyn Forner and John B. Gartrell to tour the resources available through SNCC Digital Gateway. And we hear from student organizer Kaia Woodford about the lessons from the Civil Rights and Black Power Movements that inform her activism today.

Oral histories, historic sites, archives and museums expand students' understanding of the past. They fill in gaps in our textbooks-complementing what's included and capturing what's not. This episode highlights online oral history collections including the Civil Rights History Project. It offers recommendations for students conducting their own oral histories. And it explores resources from the National Civil Rights Museum at the Lorraine Motel in Memphis, Tennessee.

Teaching civil rights history to young learners creates both opportunities and challenges. The 1964 Mississippi Freedom Summer Project and the subsequent Freedom Schools offer important lessons for helping elementary students to understand the civil rights movement. In this episode, we explore community-based strategies and activities for bringing the Black freedom struggle into your classroom.

If you're finding this podcast useful, please support us by taking our 10 question Listener Survey. And stay tuned! More episodes are on the way. In the meantime, if you're looking for ways to talk with students about the relationship between the hard history of white supremacy and the insurrection at the U.S. Capitol, Learning for Justice resources can help you lead student-responsive, historically grounded discussions about the recent violence.

From the hard work of organizing to the reality of everyday life under Jim Crow, films and literature can bring historical context to life for students. In this episode, we recommend several "must use" films, books, poems and plays for teaching the civil rights movement. We also discuss strategies for incorporating these works across the curricula and for turning even problematic texts into grist for meaningful critical discussions.

Everyone thinks they know the story, but the real history of Rosa Parks and the Montgomery Bus Boycott is even better. This episode details the events that set the stage for Ms. Parks' civil disobedience. You'll meet the leaders and organizations who transformed a moment of activism into a 13-month campaign. And you'll learn about the community that held fast in the face of legal and political attacks, economic coercion, intimidation and violence.

To fully understand the United States today, we have to comprehend the central role that slavery played in our nation's past. That legacy is also the foundation for understanding the civil rights movement and its place within the history of the Black freedom struggle. This episode is a special look back at our first season. It explores and expands on the 10 Key Concepts that ground Learning for Justice's K-12 frameworks for teaching the hard history of American slavery.

You cannot teach the civil rights movement without talking about Dr. Martin Luther King Jr. But it's critical that students deconstruct the mythology surrounding the movement's most iconic figure to learn about the man, not just the hero. The real Dr. King held beliefs that evolved over time. A complex man, he was part of a much larger movement-one that shaped him as much as he shaped it.

The civil rights movement was never strictly a Southern phenomenon. To better understand the Jim Crow North, we explore discrimination and Black protest in places like Milwaukee, Omaha, Cleveland and New York. To examine the Black Freedom Movement beyond the South, we examine the Black-led fights to gain access to decent housing, secure quality education and end police brutality in these cities.

Armed resistance and nonviolent direct action co-existed throughout the civil rights era. In this episode, three historians confront some comfortable assumptions about nonviolence and self-defense. Wesley Hogan examines the evolution, value and limitations of nonviolence in the movement. Christopher Strain offers a three-part strategy for rethinking this false dichotomy in the classroom. And Akinyele Umoja offers insights about armed resistance from his research in Mississippi.

Alice Qannik Glenn is the host of Coffee and Quaq and assistant producer of The Forgotten Slavery of our Ancestors. This short, classroom-ready film offers an introduction to the history of Indigenous enslavement on land that is currently the United States. This new resource from Learning for Justice features an extensive group of experts, many of whom will be familiar to listeners from Season 2.

Jim Crow was more than signs and separation. It was a system of terror and violence created to control the labor and regulate the behavior of Black people. In this episode, historian Stephen Berrey unpacks the mechanics of racial oppression, the actions white people took-in and beyond the South-to maintain white supremacy, and the everyday ways Black people fought back. And the directors of the film An Outrage join ELA-teacher Ahmariah Jackson to discuss teaching the racial terror of lynching.

Music chronicles the history of the civil rights struggle: The events, tactics and emotions of the movement are documented in songs of the era. From The Freedom Singers to Sam Cooke, historian Charles L. Hughes explains how your students can use music for both historical insight and evidence in the classroom.

Students don't enter our classrooms as blank slates. When it comes to the civil rights movement, we often have to help our students unlearn what they think they know while we're teaching them what actually happened. The people were more complex, the strategies more complicated and the stakes more dangerous than we like to remember. In this episode, historian Nishani Frazier and social studies teacher Adam Sanchez demonstrate the value of teaching the movement from the grassroots up.

Teaching the civil rights movement accurately and effectively requires deconstructing the myths and misconceptions around it. Most people are familiar with a very specific version of the movement that exaggerates government support and denies the existence and persistence of racism outside the South. Julian Bond called this the "Master Narrative." It celebrates sanitized icons and downplays grassroots organizing. And it overhypes nonviolence while disparaging self-defense and Black Power. In this episode, we talk with historian Nishani Frazier and social studies teacher Adam Sanchez about how to separate fact from fiction in your civil rights teaching.

The systems that enabled and perpetuated African and Indigenous enslavement in what is now the U.S. have much in common, and their histories tell us a great deal about the present. Professors Bethany Jay and Steven Oliver join us to talk about connections between the first two seasons and how to teach them, and we preview what's to come in season three.

In this special call-in episode, listeners share their stories and questions from throughout season 2-including teaching remotely, working with families and stakeholders, and incorporating social justice into subjects like math and science. As educators, we're strongest when we support each other. And you'll hear great suggestions from fellow teachers, like these resources we discuss from Fairfax County Public Schools in Virginia.

It's time for our first call-in show! We know things are chaotic for you and every other educator right now. We feel it too, so this seems like the perfect time to talk. Pick up the phone and dial 888-59-STORY (888-597-8679). Our lines are open until Sunday night, April 19. Teaching hard history is even harder right now, so let's talk about resources you can use if you're teaching virtually. Ask us your questions; tell us your stories. And let us know how you're doing.

Indian Removal was a brutal and complicated effort that textbooks often simplify. It is also inseparably related to slavery. Enslavers seeking profit drove demand for Indigenous lands, displacing hundreds of thousands of Indigenous people. Some of these Indigenous people participated in chattel slavery. Focusing on the Chickasaw and Choctaw nations, this episode pulls the lens back to show how Removal and enslavement must be taught together. This story must be told if we're going to understand the full hard history of American enslavement.

The Americas were built on the lands, labor and lives of Indigenous peoples. Despite being erased from history textbooks after the so-called first Thanksgiving, Indigenous peoples did not disappear. Colonial settlers relied on the cooperation, exploitation and forced labor of their Native neighbors to survive and thrive in what became North America. Focusing on New England, historian Margaret Newell introduces us to the Charter Generation of systematically enslaved people across this continent.

From 1936 to 1938, the Federal Writers' Project collected stories from people who had been enslaved. The WPA Slave Narrative Collection at the Library of Congress is a valuable resource; these oral histories are also problematic. Interpreting these narratives within literary and historical context, students can develop primary source literacy. Historian Cynthia Lynn Lyerly outlines unique insights these texts can add to your curriculum.

To better understand the United States' past and present, we need to better understand Indigenous identities-and classrooms play a huge role. This starts with examining what's missing from our social studies, history, civics and government curricula. Throughout this episode, we reference the K-5 Framework for Teaching Hard History as we shed light on key topics like sovereignty, land and erasure.

Educators can no longer ignore our country's history of Indigenous enslavement. Our students need a fuller understanding of the pivotal history of slavery to comprehend the present and develop a vision for our nation's future. In this mid-season recap, we highlight key lessons about this consequential part of American history-along with teaching strategies and resources-through the voices of leading scholars and educators featured so far.

Throughout the 17th, 18th and 19th centuries, the forced labor and bondage of Indigenous peoples was integral to the economic and political history of what became the Southwestern United States. Historian and author Andrés Reséndez outlines the significance of silver mining, Indigenous enslavement and resistance in the history of New Mexico and Latin America. We examine how, as white settlers moved west, so-called "free soil" states like California continued to institutionalize coerced labor.
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A hundred years before the first ship carrying enslaved Africans arrived in Virginia, Europeans introduced the commercial practice of enslavement in "The New World." And for the next 400 years, millions of Indigenous people throughout the Americas were enslaved through several forms of forced labor and bondage. Historian and author Andrés Reséndez calls this "The Other Slavery," and his work is changing our understanding of the transatlantic slave trade.
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Andrés Reséndez is the author of The Other Slavery: The Uncovered Story of Indian Enslavement in America. His work has changed conventional wisdom about the institution of slavery in the Atlantic world. Over the next two episodes, host Hasan Kwame Jeffries and Reséndez will discuss key turning points in this history-exploring how it expands our understanding of the transatlantic slave trade and the lasting legacy of colonialism, which continues to reverberate in our communities. Be sure to join us.
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Each autumn, Thanksgiving brings a disturbing amount of inaccurate information and troubling myths into classrooms across the United States. Most students don't learn much about the history of Native nations-and even less about Indigenous peoples today. Dr. Debbie Reese explains what to look for and what to avoid (or teach with a critical lens) when selecting children's books by and about Indigenous people. She also recommends specific books to counter common misconceptions in your classroom.
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Children's books are often the primary way young students are exposed to the history of American slavery. But many books about slavery sugarcoat oppression. Professor Ebony Elizabeth Thomas examines what we should consider when it comes to how children's books portray African Americans and Indigenous people, their cultures and the effects of enslavement. She also explains why it's crucial to create "a balance of narratives" when selecting books about marginalized and underrepresented communities.
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For elementary teachers approaching the topic of slavery, it can be tempting to focus only on heroes and avoid explaining oppression. But teachers' omissions speak as loudly as what they choose to include. And what children learn in the early grades has broad consequences for the rest of their education. Dr. Kate Shuster guides us through the new Teaching Hard History K-5 framework from Learning for Justice. We also learn how four elementary teachers are beginning to use it in their classrooms.
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Understanding Indigenous enslavement expands our conception of slavery in what is now the United States. It spread across the entire continent and affected millions of people of different backgrounds. If we define slavery too narrowly, we can fail to see its persistence over time and even its modern-day permutations. Historian Christina Snyder examines the Civil War, Lincoln and emancipation with Indigenous people in mind.
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Millions of Indigenous people lived in North America before European colonial powers invaded. Along with an insatiable desire for free labor, Europeans brought a system of slavery that significantly differed from the historical practices of enslavement among Native nations. Historian Christina Snyder tells the story of what happened when these worlds collided. European concepts of bondage transformed the way Native nations interacted with each other, resulted in the enslavement and death of millions of Indigenous people, and sparked widespread resistance by Native nations.
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The Smithsonian's Eduardo Díaz and Renée Gokey discuss the importance of learning about Indigenous enslavement. And former Teaching Tolerance Director Maureen Costello explains all of the program's classroom resources available for teaching this history, including a first-of-its-kind K-5 framework.
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We're turning our attention to the enslavement of Indigenous people, spending more time with teachers in the classroom and adding support for K-5 educators. Tune in next week for more advice about teaching the history and long legacy of American slavery.
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Download the transcript for all of season 1 here.

Historian Bethany Jay returns - answering questions from educators across the country. Host Hasan Kwame Jeffries and the co-editor of Understanding and Teaching American Slavery confront teacher anxieties and counter misconceptions in our season finale.
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From elementary to high school, YA literature can introduce fundamental themes and information about slavery, especially when paired with primary sources. John H. Bickford shows how to capitalize on the strengths and weaknesses of trade books about slavery.
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Using the present to explore the past. Tamara Spears and Jordan Lanfair suggest a Social Studies unit about Resistance & Kanye West, and a set of English Language Arts lessons examining holidays to understand the legacy of American slavery.
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How it's done. Tamara Spears teaches middle school Social Studies in New York and Jordan Lanfair is a high school English Language Arts teacher in Chicago. Each has been developing additional lessons about slavery for years. They share their experiences.
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Over the next few episodes, we're bringing Season One to a close. Tune in for stories from the classroom, guidance for elementary teachers and language arts classes. And answers to questions from listeners like you.
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Enslavement didn't end with Emancipation. Historian James Brewer Stewart discusses modern-day slavery happening across the world-and right here in the U.S.-showing educators how to connect the past with the present.
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A listener's question leads to a meaningful moment. And now we want more! Take a listen, then email us to tell us your story about teaching hard history for an upcoming, special episode.
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At James Madison's Montpelier, the legacy of enslaved people isn't silenced-and their descendants have a voice. Christian Cotz, Price Thomas and Dr. Patrice Preston Grimes explain how that happened, and why it's important.
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In the United States, justice was never blind. Historian Paul Finkelman goes beyond legal jargon to illustrate how slavery was entangled with the opinions of the Court-and encoded into the Constitution itself.
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Constitutional historian Paul Finkelman explains the deeply racist bargains the founding fathers struck in order to unify the country under one document and discusses what students need to know about how slavery defined America after the Revolution.
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Film historian Ron Briley returns with more documentary, feature film and miniseries suggestions for history and English instructors. From Ken Burns to Black Panther, this episode offers background and strategies for incorporating pop culture into classroom lessons.
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Film has long shaped our nation's historical memory, for good and bad. Film historian Ron Briley offers ways to responsibly use films in the classroom to reframe the typical narrative of American slavery and Reconstruction.
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Most students leave school thinking enslaved people lived like characters in Gone With the Wind. Dr. Deirdre Cooper Owens reveals the remarkable diversity of lived experiences within slavery and explains the gap between what scholars and students know.
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To see a more complete picture of the experience of enslaved people, you have to redefine resistance. Dr. Kenneth S. Greenberg offers teachers a lens to help students see the ways in which enslaved people fought back against the brutality of slavery.
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Students learning about slavery often ask, "Why didn't enslaved people just run away or revolt?" Lindsay Anne Randall offers a lesson in "Process Drama"-a method teachers can use to answer this question, build empathy and offer perspective.
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In many ways, the U.S. has fallen short of its ideals. How can we explain this to students-particularly in the context of discussing slavery? Professor Steven Thurston Oliver has this advice for teachers: Face your fears.
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Follow the money. Dr. Christy Clark-Pujara explains why American slavery couldn't have existed without a national commercial infrastructure that supported and benefited from the labor of enslaved people.
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Dr. Bethany Jay is back to talk about teaching the end of the Civil War, and how enslaved people's participation in the war helped subvert the institution of slavery.
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What really caused the Civil War? In this episode, Salem State University Professor Bethany Jay offers tips for teaching lesser-known history that clarifies this question and cuts through our cloudy national understanding of the Confederacy.
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What we don't know about American history hurts us all. Teaching Hard History begins with the long and brutal legacy of chattel slavery and reaches through the victories of and violent responses to the civil rights movement to the present day.

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From film kits and lesson plans to the building blocks of a customized Learning Plan-texts, student tasks and teaching strategies-our resources will help you bring relevance, rigor and social emotional learning into your classroom-all for FREE.

Not sure where to begin? Get to know our Social Justice Standards, anchor standards and age-appropriate learning outcomes divided into four domains-Identity, Diversity, Justice and Action. The Standards provide a common language and a road map for anti-bias education at every grade level.

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From film kits and lesson plans to the building blocks of a customized Learning Plan-texts, student tasks and teaching strategies-our resources will help you bring relevance, rigor and social emotional learning into your classroom-all for FREE.

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An ongoing collaborative effort between Ohio State's Origins: Current Events in Historical Perspective and Getty Images, Picturing Black History seeks to uncover untold and rarely seen stories of the Black experience, providing new context around culturally-significant moments by literally bringing them to the fore, into the light, and into view.

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The 1619 Project Curriculum in Lesson Plan Grouping - The 1619 Project, inaugurated with a special issue of The New York Times Magazine, challenges us to reframe U.S. history by marking the year when the first enslaved Africans arrived on Virginia soil as our nation’s foundational date. Here you wil…

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SNCC Digital Gateway - Learn From the Past, Organize for the Future, Make Democracy Work

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SNCC Digital Gateway - Learn From the Past, Organize for the Future, Make Democracy Work

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Civil Rights Movement Veterans Website (crmvet)

The Civil Rights Movement Veterans website is a non-commercial educational resource for students, academics, researchers, and people of all kinds who wish to learn more about the civil rights movement from the point of view of those who were a part of it. Features documents, photographs, and remembrances that emphasize the central role ordinary people played in transforming their lives through extraordinary courage.

Wisconsin Historical Society (WHS)

Freedom Summer Digital Collection

The Freedom Summer Digital Collection contains over 30,000 pages of official records of organizations, personal papers of Movement leaders, letters, racist propaganda, diaries, images, and newsletters documenting the Mississippi Freedom Summer Project of 1964. Featured collections include the Amzie Moore papers, Ella Baker papers, Mississippi Freedom Democratic Party papers, and more.

Duke University

SNCC Collections

Digitized civil rights collections at Duke include the Joseph Sinsheimer Papers, which features oral history interviews with activists from the Mississippi Movement; the SNCC 40th Anniversary Tapes, which document the SNCC 40th anniversary conference in 2000 at Shaw University; and the Faith Holseart Papers, which contain documents and correspondence related to SNCC's organizing in Southwest Georgia; and the Judy Richardson Papers, which include materials regarding the SNCC national office and its organizing work in the Deep South.

Library of Congress (LOC)

Civil Rights History Project

The Civil Rights History Project features video-recorded oral history interviews and transcripts with activists who participated in the struggle to obtain justice, freedom, and equality for African Americans. Interviews record recollections of 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. Many interviewees participated in national organizations, such as the NAACP, SNCC and CORE, and the interviews cover a broad geographical area.

University of Southern Mississippi (USM)

Civil Rights in Mississippi Digital Archive

The Civil Rights in Mississippi Digital Archive includes digitized photographs, oral history transcripts and audio, letters, diaries, and other documents focusing on local struggles for civil rights in Mississippi. Featured collections include Herbert Randall Freedom Summer photograph collection and an extensive selection of oral history interviews by USM's Center for Oral History and Cultural Heritage.

Trinity College

1988 SNCC Conference "We Shall Not Be Moved"

A ten-part series of videorecordings of a conference held at Trinity College, Hartford, CT, Apr. 14 - 16, 1988, titled, "We Shall Note Be Moved: The Life and Times of the Student Nonviolent Coordinating Committee, 1960 - 1966."

Washington University

Eyes on the Prize Interviews

Eyes on the Prize is a 14-part series, which debuted on PBS stations in 1985 and 1988 and is considered to be the definitive documentary on the Civil Rights Movement. The Eyes on the Prize collection contains footage and transcripts of the interviews conducted by Blackside, including sections which appeared in the final program and the outtakes.

Take Stock

Take Stock features images made by activist photographers dedicated personally to the cause of social justice, including Matt Herron, George Ballis, and Maria Varela. The Civil Rights Collection contains some 27,000 images taken by several photographers in Mississippi, Louisiana, Alabama, and Georgia in the mid-sixties. The collection includes movement photography, photojournalism, and social documentary photography.

Alabama Department of Archives and History (ADAH)

Jim Peppler Southern Courier Photograph Collection

The Jim Peppler Southern Courier Photograph Collection contains 11,000 photographs documenting the civil rights movement and social conditions in Central Alabama. Jim Peppler was a staff photographer of The Southern Courier, a weekly paper based in Montgomery that sought to provide objective reporting on civil rights and social issues.

Mississippi Department of Archives and History (MDAH)

Mississippi State Sovereignty Commission Records

The Mississippi State Sovereignty Commission Records contains approximately 133,000 pages of material from Mississippi's official counter civil rights agency from 1956-1973. Material includes investigative reports, correspondence, speeches, and a large amount of published material.

Stanford University

KZSU Project South Interviews

The KZSU Project South Interviews are a collection of transcribed meetings and interviews with civil rights workers and local activists in the South recorded by several Stanford students affiliated with the campus radio station KZSU during the summer of 1965. Includes interviews of members of CORE, the MFDP, the NAACP, SCLC, and SNCC; transcripts of formal and informal remarks of persons working with smaller, independent civil rights projects, of local Blacks associated with the Movement, and other people, including Ku Klux Klansmen; and transcribed action tapes of civil rights workers canvassing voters, conducting freedom schools, or participating in demonstrations.

University of Florida

Mississippi Freedom Project

The Mississippi Freedom Project (MFP) is an award-winning archive of 200+ oral history interviews conducted by the Samuel Proctor Oral History Program at the University of Florida with veterans of the civil rights movement and notable residents of the Mississippi and the Mississippi Delta including individuals such as Lawrence Guyot, Margaret Block, Gwendolyn Zoharah Simmons, John Due, and many others. A substantial part of the collection centers on activism and organizing in partnership with the Sunflower County Civil Rights Organization in Sunflower, Mississippi and includes the oral history booklet, "I will Never Forget: Memories from Mississippi Freedom Summer," in commemoration of the 50th anniversary of Freedom Summer in Indianola.

University of Georgia

Civil Rights Digital Library

The Civil Rights Digital Library promotes an enhanced understanding of the Movement by helping users discover primary sources and other educational material from libraries, archives, museums, public broadcasters, and others on a national scale. Includes a digital video archive of historical news film and serves as a civil rights portal by connecting related digital collections.

McComb Legacies

The McComb Legacies website shares the history of McComb, MS, with an emphasis on the stories of working people of all races, women, and young people and how they have strived for equity in labor, civics, education, economics, and the arts. The site is designed by students with an emphasis on oral histories conducted by students in an effort to understand, preserve, and share their local history.

More Digital Sources
Mapping the Freedom Summer University of North Carolina, Southern Oral History Program Collection Brown University, Choices Program, Civil Rights Southern Courier Archives Jackson State University, Fannie Lou Hamer Institute @ COFO, A Voice That Could Stir an Army: Fannie Lou Hamer and the Rhetoric of the Black Freedom Movement National Visionary Leadership Project

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Digital Primary Sources - SNCC Digital Gateway

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The Civil Rights Movement Veterans website is a non-commercial educational resource for students, academics, researchers, and people of all kinds who wish to learn more about the civil rights movement from the point of view of those who were a part of it.

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Putting the Movement Back into Civil Rights Teaching

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Putting the Movement Back into Civil Rights Teaching

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1. Statistical Evidence that Anti-Black Racism is Alive & Well

The first (and longer) section of the document is composed of about 75 data charts illustrating racial disparities and discrimination organized in sections on income/wealth, employment, housing, K-12 education, higher education, and the criminal justice system. The data all comes from reputable, highly regarded, scholarly research studies, and the sources are meticulously cited. The conclusions of the studies are briefly summarized in accessible, layman's terms, and the slides are formatted to be engagement and accessibility. (I was most recently a high school history teacher, but I also have a M.Sc. in applied economics from Cornell University.)

The second section of the document is composed of several pages of additional resources-with links-that are helpful for understanding individual racism, systemic racism, and the George Floyd Uprising/protests.

2. A VISUAL History of Racism in the U.S. in Conceptual Diagrams.

3. A "Perspectives Consciousness" Approach to Discussing Race and Current Issues (Conceptually Speaking podcast.

In this Conceptually Speaking podcast I share several great tips and strategies for effectively discussing racism in the classroom. My approach involves developing a classroom culture that encourages students to seek to understand different viewpoints instead of universalizing their personal viewpoints.

This approach is consistent with Robert Hanvey's "Perspectives Consciousness" (1976) approach to education and communicating across difference. This involves recognizing that others have different viewpoints that are the product of differing geography, culture, identity, and experiences. In order to understand societal issues and problem-solve solutions that promote the problem good, we can neither universalize our personal perspectives on current issues as the "one and absolute truth" nor conceptualize current issues as "single factual narratives". Rather, we must seek to understand the perspectives of all major stakeholders.

d.) Changing students' conception of a "good person" from "Not Racist" to "Continually working on one's natural implicit biases" (a growth mindset), teaching students strategies for reducing implicit bias, and providing opportunities to practice some of these strategies.

a.) Declining to debate whether systemic racism exists (an question that social scientists largely consider ). This precludes racist comments that result when students deny that systemic racism exists and instead blame racial disparities on inherent Black inferiority.

b.) Welcoming (non-racist) conservative opinions into the classroom by inviting discussions on race-related open policy questions such affirmative action and whtt the government should do about systemic racism.

Instead of just students that social scientists have concluded that systemic racism exists, have them spend a classroom period analyzing the data/research for themselves and letting them come to their own conclusion-showing rather than telling. This is also an excellent opportunity for them to practice interpreting data and graphs on social science issues.

4. Preparing Students to Understand, Discuss and Dismantle Racism (High Tech High's Unboxed podcast .)

In this podcast interview I elaborate further on of the strategies I describe in the Conceptually Speaking podcast for developing a classroom culture conducive to productive classroom discussions about race and racism.

The CHALLENGES of Discussing Race in the U.S. today:

Lack of basic evidence-based education on the history of racism taught in U.S. History AND lack of data on present-day systemic racism.

Tendency to universalize our limited, personal anecdotal experiences with racism, and assume that they reflect a single, "absolute factual truth" that is experienced by all.

Many (white) conservatives deny the existence of systemic racism-despite overwhelming evidence concluding that it DOES exist-and claim that this is a legitimate ideological position. They instead attribute racial disparities to inherent Black inferiority: lack of intelligence/talent or poor cultural traits. THIS is where racism is most likely to enter the discussion. Others will inevitably counter with accusations of racism, and the conservative(s) will likely protest r that he/she is being attacked because of his conservative ideology....

Weave the history of racism BACK INTO core curriculum U.S. History classes (vs. electives). (This usually involves our U.S. History teachers first learning about it themselves, as this history is often omitted from core-curriculum U.S. History classes in college.)

Teach students a "perspectives consciousness" approach to discussing racism and other controversial issues (see details in the description of the Conceptually Speaking podcast above): and

Erect "safety guardrails" on classroom discussions about race by:

a.) Declining to debate whether systemic racism exists (an empirical question that social scientists largely consider settled). This precludes racist comments that result when students deny that systemic racism exists and instead blame racial disparities on inherent Black inferiority.

b.) Welcoming (non-racist) conservative opinions into the classroom by inviting discussions on race-related open policy questions such affirmative action and what the government should do about systemic racism.

This is the Blind Men and The Elephant lesson I described in both the Conceptually Speaking and podcast interviews. I simulated the allegorical parable of The Blind Men and the Elephant in the classroom to remind students that their perspective and lived experience may be very distinct than those of people from other identity groups-particularly as the United States is so racially, income, and ideologically segregated. At the completion of the simulation, we read the parable, and analyzed some maps of racial, income, and partisan segregation in the country.

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Table of Contents: Statistical Evidence that Anti-Black Racism is Alive & WellA VISUAL History of Racism in the U.S. in Conceptual EvidenceA "Perspectives Consciousness" Approach to Discussing Race and Current Issues (Conceptually Speaking Podcast)Preparing Students to Understand, Discuss and Dismantle Racism (High Tech High's Unboxed Podcast)Blind Men and the Elephant LessonMaps of Racial and Economic...

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Explore diverse experiences of people during the Holocaust

Read a last letter thrown from a deportation train. Page through a handwritten diary. View photos and films of families living under Nazism. Hear the testimony of an American liberator. Discover the richness of first person accounts by:

Browse All Items

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Experiencing History: Holocaust Sources in Context

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Read a last letter thrown from a deportation train. Page through a handwritten diary. View photos and films of families living under Nazism. Hear the testimony of an American liberator. Discover the richness of first person accounts by: Browse All Items

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Together, we can uncover what ordinary people around the country could have known about the Holocaust from reading their local newspapers in the years 1933-1945. We need you to join our team of citizen historians uncovering new knowledge that will be shared with scholars, curators, and the public.

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History Unfolded: US Newspapers and the Holocaust

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Together, we can uncover what ordinary people around the country could have known about the Holocaust from reading their local newspapers in the years 1933-1945. We need you to join our team of citizen historians uncovering new knowledge that will be shared with scholars, curators, and the public.

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Activity Library | IWitness - Education through Genocide Testimony

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IWitness activities enable students to have a personal, relevant experience with video testimony from Holocaust survivors and witnesses while developing critical 21st century literacies.

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The following resources promote effective teaching about antisemitism and the Holocaust.

This lesson focuses on the history of antisemitism and its role in the Holocaust to better understand how prejudice and hate speech can contribute to violence, mass atrocity, and genocide. Learning about the origins of hatred and prejudice encourages students to think critically about antisemitism today.

By focusing on the history and meaning of the swastika, the lesson provides a model for teachers to use when examining the origins of symbols, terms, and ideology from Nazi Germany and Holocaust-era fascist movements that students are seeing in contemporary American culture, promoting critical historical thinking and analysis.

Racism fueled Nazi ideology and politics. To critically analyze actions taken by Nazi Germany and its collaborators requires an understanding of the concept of racism in general and Nazi racial antisemitism in particular.

This lesson is a case study examining Nazi Germany and the United States during the 1930s, at a time when racism and eugenics were enshrined in law and practice. Students will examine the national and historical contexts in which racism manifested in the two countries, and explore how the pseudoscience of eugenics as well as concerns about "racial purity" found its way into the laws of the United States and Nazi Germany. Teachers can request physical printed Timeline Cards from the Museum.

Although different in many ways, antisemitism in Nazi Germany during the 1930s and anti-Black racism in Jim Crow-era America deeply affected communities in these countries. While individual experiences and context are unique and it is important to avoid comparisons of suffering, looking at these two places in the same historical period raises critical questions about the impact of antisemitism and racism in the past and present.

These guides are designed to facilitate student discussion and learning about fighting prejudice, responding to genocide, religion and identity, and other topics relevant today. The lessons use the Museum's Voices on Antisemitism podcast to illustrate the existence and broad impact of modern-day antisemitism.

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Teaching Materials on Antisemitism and Racism

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Find lesson plans and training materials to match your curricular needs.

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Facing History & Ourselves - Find compelling classroom resources, learn new teaching methods, meet standards, and make a difference in the lives of your students

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Facing History & Ourselves - Find compelling classroom resources, learn new teaching methods, meet standards, and make a difference in the lives of your students

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Our collection of educator resources includes a wide range of flexible materials. You will find resources that support teaching a complex moment in history or addressing today's breaking news.

Facing History students are 94% more likely than other students to report that their class motivated them to learn.

93% of Facing History students agreed that it is important to work for positive social change.

Current Events in the Classroom

Our current events resources help teachers lead effective and engaging discussions on today's news.
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"I can trust the materials to be easy to access, implement, and provide a way to engage students on sensitive topics."

Teaching Strategies

Our student-centered teaching strategies improve literacy skills, nurture critical thinking, and create a respectful classroom climate. You can implement these strategies with any academic content.
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Collections, Units, & Toolkits

Our collections, units, and toolkits provide you with a range of options to introduce students to themes that are relevant to their lives.
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Lessons & Mini-Lessons

Our lessons and mini-lessons include primary sources and news sources to support their head, heart, and conscience.
Learn More

- Facing History Educator Reflecting on Our Reconstruction Unit

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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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The Doing of History

For Harry Potter and his compatriots, history lessons at the Hogwarts School of Witchcraft and Wizardry took the form of brain-deadening encounters with a subject that appeared devoid of inquiry, imagination, interpretation, and personal meaning. This kind of history teaching, however, is not merely the 'stuff of fiction.' Lamentably, the teaching and learning of history as an officially sanctioned, neatly packaged chronicle of facts, people, and events, too often continues to be the experience of current students.

Easily the most boring class was History of Magic... Professor Binns droned on and on while [students] scribbled down names and dates, and got Emeric the Evil and Uric the Oddball mixed up.

J. K. Rowling, Harry Potter and the Sourcerer's Stone, p. 133

A Story Well Told

Traditionally, history in textbooks involves a series of names and dates integrated into a narrative designed to be easily consumed, with minimal effort, by students and adults alike.

Sources Well Scrutinized

The doing of history is where students "pose questions, collect and analyze sources, struggle with issues of significance, and ultimately build their own historical interpretations." (Levstik, 1996, p. 394)

Learning to Think Historically

Barton contends that it is important to see a student's abilities to comprehend history and think historically as "a set of skills educators can nurture, not an ability whose development they must wait for or whose absence they must lament" (1998, p. 80).

Central Questions of How

How can students be assisted in developing a deep understanding of history?

How do students develop the capacity to contextualize and corroborate historical sources such as texts, photographs, audio, video, and artifacts in the pursuit of establishing the evidence significance as part of the process of historical inquiry?

Understanding the Past

History is a way of organizing and explaining the past. One cannot come to know history by merely learning overviews of the past, nor by simply learning the skills of history in terms of analyzing historical sources. Learning history means learning how to engage in the process of historical inquiry.

Engaging in historical inquiry, in order to develop an understanding of the broad picture of the past, is a cyclical process that begins with the asking of guiding historical questions. These questions are investigated by locating and analyzing traces of the past - historical sources. It is vital to recognize that these records and relics, primary and secondary historical sources, are:

leftover remains and traces from the past, and that we do not have access to every single record, relic, or artifact from the past;

products of very different times and contexts from today, and we must make every effort to try to understand the people, places and times that produced these sources; and

not always developed to serve as intentional evidence of the past, but they can still be analyzed in an attempt to draw credible and worthwhile inferences and claims about the past to help answer historical questions (Lee, 2005, p. 58).

The systematic and sophisticated process of analyzing these historical sources in the light of guiding questions results in historical evidence. This historical evidence, which at times can often be complex and contradictory, is then used to construct credible claims/narratives about the past, or in other word, historical interpretations, that seek to provide answers to the guiding historical questions. These interpretations often open up new avenues for the development of further historical questions and mysteries to be explored.

What is Historical Inquiry?

A central goal of historical inquiry is the understanding of the broad picture of the past. This understanding is a cyclical process that begins with the asking of historical questions. These questions are then investigated by locating and analyzing relevant historical sources. This process of analyzing historical sources results in historical evidence. This historical evidence is then used to construct an historical interprestion relevant to the guiding historical questions.

Historical Inquiry Explanation (video)

SCIM-C: A Strategy for Interpreting History

Grounded within research on teaching and learning history and building upon Riley's (1999) layers of inference model to support teaching evidential understanding, the SCIM-C strategy was developed to provide teachers with a tool to help students develop the knowledge and skills necessary to interpret historical primary sources and reconcile various historical accounts, in order to investigate meaningful historical questions. The SCIM-C strategy focuses on five broad phases: Summarizing, Contextualizing, Inferring, Monitoring, and Corroborating. Further, when students examine an individual source, they move through the first four phases (i.e., summarizing, contextualizing, inferring, and monitoring) and then, after analyzing several individual sources, they compare the sources collectively in the fifth phase (i.e., corroborating).

Summarizing

Summarizing is the first phase of the SCIM-C strategy and begins with having students quickly examine the documentary aspects of the text, in order to find any information or evidence that is explicitly available from the source. Within this phase students should attempt to identify the source's subject, author, purpose, and audience, as well as the type of historical source (e.g., letter, photograph, cartoon). In addition, the student should look for key facts, dates, ideas, opinions, and perspectives that appear to be immediately apparent within the source. The four analyzing questions associated with the summarizing phase include:

A Letter from Bobby Murray to the Children's Bureau (1939)

The first phase of the SCIM strategy is summarizing. The purpose of summarizing is to locate any information or evidence that is explicitly available within the source. The first piece of evidence available from the source is the source type, that is, a letter. At this point it is necessary to read through the letter to get a broad understanding of the letter's author, subject, audience, and purpose.

What does the letter reveal, explicitly? The author of the letter is a 15-year-old boy, Bobby Murray, who is in the 10th grade. The purpose of the letter is to seek assistance to be able to continue school; specifically, he is writing to the government, to the Children's Bureau at the Department of Labor for some help. In addition, the author has a mother and obviously an older sister, who died fairly recently, 6 months earlier, and a niece from his now deceased older sister. The mother works, though not regularly, and pays the family's living expenses.

Contextualizing

Contextualizing begins the process of having students spend more time with the source in order to explore the authentic aspects of the source in terms of locating the source within time and space. The teacher needs to emphasize that it is important to recognize and understand that archaic words and/or images from the period may be in a source. These words and/or images may no longer be used today or they may be used differently, and these differences should be noted and defined. In addition, the meanings, values, habits, and/or customs of the period may be very different from those today. Ultimately, students and teachers must be careful to avoid treating the source as a product of today as they pursue their guiding historical question. The four analyzing questions associated with the contextualizing phase include:

A Letter from Bobby Murray to the Children's Bureau (1939)

The second phase of the SCIM strategy is contextualizing. The purpose of the contextualizing phase is to examine the source in more detail in terms of recognizing and locating the source in time and space. In this case, when and where the letter was written is fairly straightforward and was mentioned previously within the summarization phase. Specifically, the letter was written in 1939, in Malvern, Arkansas. Why the letter was written is also clearly stated. Bobby Murray, the author, is seeking financial assistance from the government to continue his schooling.

The question of what was happening within the immediate and broader context of when and where the letter was written is interesting. The date of 1939 is significant, in a broad context. Ten years earlier, in 1929, the Depression started in the United States. By 1939, however, the time of the writing of this letter, economic life was generally getting better. However, within the immediate context of Malvern, Arkansas, the letter indicates that life was still difficult, though not desperate. The author is not talking about starvation, about being thrown out of his home, or about his niece being taken away from them. Specifically, the letter reveals that unemployment was still a problem for boys under 18 years of age.

Inferring

Inferring is designed to provide students with the opportunity to revisit initial facts gleaned from the source and to begin to read subtexts and make inferences based upon a developing understanding of the context and continued examination of the source. In answering an historical question and working with the primary source, sometimes the evidence is not explicitly stated or obvious in the source, but rather, the evidence is hinted at within the source and needs to be drawn out. The inferring stage provides room for students to explore the source and examine the source's perspective in the light of the historical questions being asked. The four analyzing questions associated with the inferring phase include:

A Letter from Bobby Murray to the Children's Bureau (1939)

At this point, the letter's author, the letter's purpose, and the letter's context have been addressed. Within the SCIM strategy the next phase is inferring, that is, what information may be implied or concluded from the evidence within the source? For example, the letter suggests that the boy is mature for 15 years of age, as he seems to understand the family's dynamics. Specifically, he is concerned with furthering his education, but not allowing his education to adversely affect the family finances.

The author also seems sensitive to his mother's workload and her need to take care of his niece. Unfortunately, the author does not reveal much about his family; specifically, who was his father, how did his sister die, or who was the father of his sister's child? In addition, since the author is writing the Children's Bureau and referencing the Superintendent, it is likely the author already asked the Superintendent for financial assistance. Extending this financial focus, since the author is seeking financial assistance from the government, it can be concluded that the family was not an upper class family, but more likely, a middle or lower class family where finances would be difficult.

Finally, this letter reflects a change in individual's perspectives, that is, the letter reflects a perspective that the government is willing and able to get directly involved in citizen's lives - a perspective not common in the 1920s. Curiously, the author does not provide much explicit information regarding life in Malvern, Arkansas. The author paints a picture of a difficult time, but the author does not reference bleak details about the number of unemployed, the number of students out of school, or the number of people starving, which would suggest that life has improved since the depths of the Depression in early 1930s.

Monitoring

Monitoring is the capstone stage in examining individual sources. Here students are expected to question and reflect upon their initial assumptions in terms of the overall focus on the historical questions being studied. This reflective monitoring is essential in making sure that students have asked the key questions from each of the previous phases. Such a process requires students to examine the credibility and usefulness or significance of the source in answering the historical questions at hand.

Ultimately, monitoring is about reflection, reflection upon the use of the SCIM-C strategy and reflection upon the source itself. The SCIM-C strategy is recursive in nature and thus revisiting phases and questions is essential as one begins to create an historical interpretation of a source in light of one's historical questions. The four analyzing questions associated with the monitoring phase include:

A Letter from Bobby Murray to the Children's Bureau (1939)

The progression from summarizing, through contextualizing, to inferring, always leads to questions. The fourth phase of the SCIM strategy is the monitoring phase, that is, what questions exist regarding initial assumptions and interpretations or current understandings? The author also seems very mature for a 15 year old boy, which raises the question: Was there something about the experience of the depression that would have increased the sense of responsibility of a 15-year-old boy? Also, what opportunities were available to a 15-year-old boy during 1939? The author seems to value an education, why? Did the author see an education as a way to better conditions for himself and his family?

As mentioned previously, the author does not indicate much about the conditions in Malvern, Arkansas. It may help to know more about Malvern to understand the author's environment and better contextualize the contents of the letter. Was Malvern a typical southern community? Similarly, questions remain regarding his family. Who was his father and did something happened to him? What happened to his sister? What happened to his niece's father? Were the conditions of the author's family common during the late 1930s?

Finally, questions remain as to what happened to Bobby Murray and his family. Unbeknownst to Bobby, he will be of a prime draft age when World War II begins for the United States in December 1941. Ultimately, there's a lot in this letter. It is short, but it's clear and it's objective is specific.

Corroborating

Corroborating only starts when students have analyzed a series of sources, and are ready to extend and deepen their analysis through comparing the evidence gleaned from each source in light of the guiding historical questions. What similarities and differences in ideas, information, and perspectives exist between the analyzed sources? Students should also look for gaps in their evidence that may hinder their interpretations and the answering of their guiding historical questions. When they find contradictions between sources, they must investigate further, including the checking of the credibility of the source. Once the sources have been compared the student then begins to draw conclusions based upon the synthesis of the evidence, and can begin to develop their own conclusions and historical interpretation. The four analyzing questions associated with the corroborating phase include:

A Letter from Bobby Murray to the Children's Bureau (1939)

With all four phases of the SCIM strategy complete (not including the Corroborating stage, since multiple sources have not been analyized yet), we are left to create an interpretation of the source relative to the guiding historical question: What was life like for a child during the great Depression? One such interpretation might look like this:

This letter, written in 1939 by Bobby Murray to the Children's Bureau, suggests how the effects of the Depression were felt by one boy and his family. The boy's difficulties were not caused directly by the Depression, but rather by the lack of resources available to the family. The one source of support, the sister, has passed away, leaving the mother to work part-time while also raising her grand-daughter. The Depression is thus a background cause, suggested in the statement that a boy under eighteen cannot find any work. The letter does show, however, how the government is perceived as a source of assistance. Bobby Murray is writing to the Children's Bureau because he is hopeful of receiving some of the assistance being offered to children who cannot pay their school expenses. He refers to the superintendent of the local school district as a reference who will testify to his attendance. The letter thus shows how the combined difficulties of home life and the Depression caused problems for a child, and how the child's response demonstrates both a sense of responsibility and a willingness to look for assistance from as far away as Washington, D.C.. The author is clearly hopeful that a change will come as soon as possible, because any further delays will keep him from school.

As can be seen from the interpretation above, utilizing the SCIM strategy results in a deep, thorough, and careful analysis of the primary source, as well as an insightful and well-grounded interpretation.

Show Me the SCIM-C Strategy

In addition to the aforementioned five phases, within each phase there exists a series of four spiraling analyzing questions that serve to scaffold a concerted level of engagement with each source in order to allow students time to linger and learn from the source in light of the historical question being asked.

View SCIM-C Explanation (video)

Teaching History as Mystery

The whole idea of teaching history as mystery is to get students thinking... That is, we want to hear their ideas;we want to see evidence; and above all, we want to hear reasons, hypotheses, interpretations, and theories that analyze and explain events.
(Gerwin & Zevin, Teaching U.S. History as Mystery, p. 13)

View The Mystery of Sam Smiley

Learning Social Studies

Greg Giardina, 8th grade teacher at Sacred Heart Elementary School, Pittsburgh PA teaches an inquiry lesson about the Cherokee Removal Act of 1838. He uses primary sources from the Library of Congress and the inquiry process of SCIM-C for this historical investigation lesson. His guiding historical question is: "To what extent did the United States Government have a responsibility to serve the will of the majority even if it would violate the rights of the Cherokee?" Mr. Giardina developed this lesson while taking an online professional development class, National History Day Resources At the Library of Congress offered by the Eastern Region TPS Partner at Waynesburg University October, 2013. Co-Teachers for this class were Dr. David Hicks, VA Tech, Dr. John Lee, N.C. State, and Dr. Ann Canning, Waynesburg University.

Learning Social Studies: An Evidence-based Approach

The teaching and learning landscape of social studies is complex and challenging to navigate. This book chapter (Hicks, van Hover, Doolittle, & VanFossen, 2012) highlights eight priciples of learning and how they are applied within the social studies to create complete, student-centered instructional environments that foster deep and flexible learning.

View Learning Social Studies

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For Harry Potter and his compatriots, history lessons at the Hogwarts School of Witchcraft and Wizardry took the form of brain-deadening encounters with a subject that appeared devoid of inquiry, imagination, interpretation, and personal meaning. This kind of history teaching, however, is not merely the 'stuff of fiction.'

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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.

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DPLA - Digital Public Library of America

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DPLA - Digital Public Library of America

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Docs Teach - The online tool for teaching with documents, from the National Archives

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Docs Teach - The online tool for teaching with documents, from the National Archives

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Primary Source - Educating Global Citizens

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Primary Source - Educating Global Citizens

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global education
cultural proficiency
cultural competency
culturally responsive teaching
professional development
k-12
curriculum 
curriculum resources
online courses
21st century skills

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An education nonprofit offering professional development and curriculum resources to K-12 educators for more culturally responsive, globally inclusive teaching.

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Library of Congress - Classroom Materials

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Library of Congress - Classroom Materials

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Created by teachers for teachers, these ready-to-use materials provide easy ways to incorporate the Library's unparalleled primary sources into instruction.

Lesson Plans Teacher-created lesson plans using Library of Congress primary sources.

Presentations Media-rich historical context and opportunities for both teachers and students to explore.

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Classroom Materials | Teachers | Programs | Library of Congress

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Created by teachers for teachers, these ready-to-use materials provide easy ways to incorporate the Library's unparalleled primary sources into instruction.

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Asia for Educators - Primary Sources with DBQs

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Asia for Educators - Primary Sources with DBQs

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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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The Lessons of Our Land Curriculum enables Pre-K through grade 12 teachers to easily incorporate Native American stories, lessons and games about land, cultures, histories and languages into regular classroom instruction. This inter-disciplinary curriculum aligns with state academic standards and is adaptable to include the history and culture of a region's Native nations. There are more than 200 lessons available that are free and easy to use in the classroom.

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The Lessons of Our Land Curriculum enables Pre-K through grade 12 teachers to easily incorporate Native American stories, lessons and games about land, cultures, histories and languages into regular classroom instruction. This inter-disciplinary curriculum aligns with state academic standards and is adaptable to include the history and culture of a region's Native nations.

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Wisconsin Historical Society – American Journeys

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Wisconsin Historical Society – American Journeys

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Eyewitness accounts of North American exploration

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American Journeys contains more than 18,000 pages of eyewitness accounts of North American exploration, from the sagas of Vikings in Canada in AD1000 to the diaries of mountain men in the Rockies 800 years later.

Read the words of explorers, Indians, missionaries, traders and settlers as they lived through the founding moments of American history. View, search, print, or download more than 150 rare books, original manuscripts, and classic travel narratives from the library and archives of the Wisconsin Historical Society.

To get started, simply select an activity on the toolbar above.

Funded by the U.S. Institute of Museum & Library Services and by private donors, American Journeys is a collaborative project of the Wisconsin Historical Society and National History Day. It was originally created for students exploring National History Day's 2004 theme, "Exploration, Encounter & Exchange" and everyone else who loves American history. more...
About the Illustration Minimum requirements for using this site

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American Journeys: Eyewitness Accounts of Early American Exploration and Settlement

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American Journeys contains more than 18,000 pages of eyewitness accounts of North American exploration, from the sagas of Vikings in Canada in AD1000 to the diaries of mountain men in the Rockies 800 years later. Read the words of explorers, Indians, missionaries, traders and settlers as they lived through the founding moments of American history.

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Resources for Teaching American Indian History and Culture

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Resources for Teaching American Indian History and Culture

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University of Minnesota - Duluth

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Resources for Teaching American Indian History and Culture

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Resources for lesson plans specific to Minnesota Bdote Memory Map, Minnesota Humanities CenterDakota and Ojibwe benchmarks in the 2011 K-12 Academic Standards in Social Studies, Minnesota Center for Social Studies EducationIntersecting Art Ojibwe Curriculum, University of Minnesota

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Advancing Indigenous Peoples' Rights & Cultures Worldwide

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Advancing Indigenous Peoples' Rights & Cultures Worldwide

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Indigenous communities have resisted discriminatory colonial powers, extractive industries, and corporate greed with tremendous resilience, courage, and skill, but their protests are too often ignored by governments and corporations.

Cultural Survival works toward a future that respects and honors Indigenous Peoples' inherent rights and dynamic cultures, deeply and richly interwoven in lands, languages, spiritual traditions, and artistic expression, rooted in self-determination and
self-governance.

Join us as we work to ensure Indigenous Peoples' rights are respected, protected, and fulfilled.

Cultural Survival & Indigenous Peoples
need your support to make Indigenous rights a reality

Cultural Survival Quarterly

It is more than a magazine, it is a mission

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Indigenous communities have resisted discriminatory colonial powers, extractive industries, and corporate greed with tremendous resilience, courage, and skill, but their protests are too often ignored by governments and corporations. Cultural Survival & Indigenous Peoples need your support to make Indigenous rights a reality

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American Indian and Indigenous Education Links

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American Indian and Indigenous Education Links

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American Indian and Indigenous Education Links
(Updated June 26, 2021)

ORGANIZATIONS, PROJECTS AND PROGRAMS
Alaska Native Knowledge Network
American Indian Education Knowledgebase South Central Comprehensive Center
American Indian Science & Engineering Society
American Indian Higher Education Consortium
Bureau of Indian Education
California Indian Education Organization
National Indian Education Association (NIEA)
National Native American Boarding School Healing Coalition
Native Knowledge 360o An initiative of the National Museum of the American Indian
Reclaiming Native Truth A Project to Dispel America's Myths and Misconceptions
Tribal Education Departments National Assembly (TEDNA) Serves education departments in Indian Country
CHILDREN'S BOOKS

CURRICULUM SITES
Connecting Cultures and Classrooms K-12 Curriculum Guide Indian Education for All (large pdf file)
Deepening Knowledge Resources for and about Aboriginal Education, OIES, University of Toronto
Enduring Legacies: Native Case Studies Culturally relevant curriculum and teaching resources in the form of case studies
Essential Understandings About American Indians Smithsonian
Expanding the Circle High School to College Transitional Curriculum, U. of Minn.
Four Directions Teachings Blackfoot, Cree, Ojibwe, Mohawk, Mi'kmaq
Honoring Tribal Legacies "A digital collection of teaching resources for use in classrooms everywhere."
Indian Education (Montana), Includes curriculum resources
Indian Reading Series Northwest Regional Educational Laboratory
Lessons of Our Land Pre-K-12 Lessons from Indian Land Tenure Foundation
Since Time Immemorial Washington State Indian Education Curriculum

ARTICLES, REPORTS, ETC.
Voices of Native American Youth, Vol. 3 Aspen Institute 2014

Voices of Native American Youth, Vol. 1 Center for Native American Youth, 2011

OTHER LINK PAGES AND SITES
Alaska Standards for Culturally Responsive Schools
Carlisle Indian School Barbara Landis' site
Indigenizing Curriculum Resources: Simon Fraser University Library
Indigenous Studies Portal: Education University of Saskatchewan
Journal of American Indian Education (Available on-line from 2003-2010)
Journal of American Indian Education on JSTOR
Selected Resources on American Indian Education Annotated bibliography of printed sources by Jon Reyhner
Teaching & Learning with Native Americans Handbook for non-Native American adult educators.
Tribal College Journal
Tribal College and University Research Journal

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ORGANIZATIONS, PROJECTS AND PROGRAMS Alaska Native Knowledge Network American Indian Education Knowledgebase South Central Comprehensive Center American Indian Science & Engineering Society American Indian Higher Education Consortium Bureau of Indian Education California Indian Education Organization National Indian Education Association (NIEA) National Native American Boarding School Healing Coalition Native Knowledge 360o

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THE WORLD'S CONSTITUTIONS TO READ, SEARCH, AND COMPARE

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Check out Constitute to read, search, and compare the world's constitutions!

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The Zinn Education Project is my compass in a sea of corporate textbooks, packaged common core curriculum and standardized testing. My entire curriculum is based on lessons that can be found on the Zinn Education Project.

High School Social Studies Teacher, Portland, Ore.

Your support is needed to help more students learn people's history. 100% of Zinn Education Project funding comes from individuals like you. Donate today.

By Ursula Wolfe-Rocca

From voter ID laws to voter-roll purges, gerrymandering to poll closures to the deadly in-person voting conditions during a pandemic, the right to vote is under attack and the stakes are high. It is critical that students learn about the fight for voting rights, past and present.

Oct. 4, 1961: Burglund High School Walkout...

More than McCarthyism: The Attack on Activism Students ...

I can UNDERSTAND pessimism, but I don't BELIEVE in it. It's not simply a matter of faith, but of historical EVIDENCE. Not overwhelming evidence, just enough to give HOPE, because for hope we don't need certainty, only POSSIBILITY.

-Howard Zinn

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Zinn Education Project: Teaching People's History

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The Zinn Education Project promotes and supports the teaching of people's history in middle and high school classrooms across the country. Based on the lens of history highlighted in Howard Zinn's best-selling book A People's History of the United States, the website offers free, downloadable lessons and articles organized by theme, time period, and reading level.

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Lesson Plans on East Asia

ELEMENTARY LEVEL

MIDDLE & HIGH SCHOOL LEVELS

Geography:

History:

CHINA specific:

The Song Dynasty in China: China in the Year 1000, the Most Advanced Society in the World [AFE]

The Mongols in World History [AFE]

Recording the Grandeur of the Qing Dynasty [AFE]

China and Europe, 1500-2000 and Beyond: What is 'Modern'? [AFE]

JAPAN specific:

Religions:

Art

Literature

OTHER SOURCES:

National Consortium for Teaching about Asia [NCTA] - State Sites
Many seminar and state partner sites of NCTA offer lesson plans developed by teachers in their programs. Click on your state - and then on the ULR for your state site at the top of the page -- to see what the state may offer. (Kansas, for example offers many lesson plans)

Search for Asia related lessons on these excellent sites:

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Lesson Plans on East Asia | Asia for Educators | Columbia University

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Lesson Plans on East Asia CHINA specific: The Song Dynasty in China: China in the Year 1000, the Most Advanced Society in the World [AFE] The Mongols in World History [AFE] Recording the Grandeur of the Qing Dynasty [AFE] China and Europe, 1500-2000 and Beyond: What is 'Modern'?

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Resources for Teaching About Racism, Anti-racism, and Human Rights (NCSS)

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Resources for Teaching About Racism, Anti-racism, and Human Rights (NCSS)

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The Exploring Africa! curriculum is divided into units, modules, and learning activities. Each unit covers a major topic or theme in the study of Africa, which is then divided into thematic, disciplinary, regional, or country modules. Each module is comprised of learning activities, which are each aligned to the Common Core State Standards. The learning activities in each module vary in length of time needed for completion. Both students and teachers should feel free to navigate through the units, modules, and learning activities autonomously, or communally with a class, study partner, or teacher. Feel free to select one or two learning activities from a module, or complete all of the learning activities in the order in which they are presented.

For students, Exploring Africa! can be a wonderful learning tool, right at your fingertips. You may guide yourself through the informative lessons and interactive learning activities.

For teachers, we offer an Exploring Africa Lesson Plans digital booklet in our store if you want to bring Exploring Africa! into your classroom. The Exploring Africa Lesson Plans digital booklet consists of numerous lesson plans designed around our curriculum, and includes homework sheets, information sheets, and additional helpful text and information to supplement your lesson plans. Each lesson plan is only one way to teach this curriculum, so please feel free to adapt each lesson to your unique classrooms as needed. Once you have purchased the lessons you can access them here: http://exploringafrica.matrix.msu.edu/curriculum/lesson-plans-3

Unit One: Why Study Africa

Unit Two: Studying Africa through the Social Studies

Unit Three: Studying Africa through the Humanities

Unit Four: Regional Perspectives

Unit Five: Country Case Studies

Additional Curriculum

South Africa: Overcoming Apartheid, Building Democracy

The African Studies Center and MATRIX digital humanities center at Michigan State University have created an online curriculum resource about South Africa with multimedia primary materials, including many interviews and video clips.

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The Exploring Africa! curriculum is divided into units, modules, and learning activities. Each unit covers a major topic or theme in the study of Africa, which is then divided into thematic, disciplinary, regional, or country modules. Each module is comprised of learning activities, which are each aligned to the Common Core State Standards.

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Analyzing Photographs from Across a Changing Nation

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Analyzing Photographs from Across a Changing Nation

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Analyzing Photographs from Across A Changing Nation

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Students engage with materials developed as part of a partnership between the Smithsonian American Art Museum and the National Endowment for the Humanities to analyze the photographs captured during the original survey projects of the 1970s and create their own interpretations of places near and far to them.

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Internet History Sourcebooks Project - Fordham University

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NOTES: Dates of accession of material added since July 1998 can be seen in the

Imperialism

See Main Page for a guide to all contents of all sections.
Imperialism Back to Index
China and the West

See East Asian History Sourcebook

The Reception of the First English Ambassador to China, 1792 [At this Site]

Emperor Qian Long [Ch'ien Lung] (b.1711-1799, r.1736-1796): Letter to George III, 1793 [At this Site]

The People of Canton: Against the English, 1842 [At this Site]

Commissioner Lin Cixu [Lin Tse-hsu]: Letter to the English Ruler [At Brooklyn College] or Shorter Version [At calyx]

Commissioner Lin: Letter to Queen Victoria, 1839 [At this Site]
Another version.

2ND Ellen N. La Motte: The Opium Monopoly, 1920 [At Drug Library]

The Taiping Rebellion, 1851-1864, excerpts [At this Site]

Emperor Kuang Hsu: Attempted Reforms, 1898 [At this Site]

Emperor Kuang Hsu: Abolition of the Examination System, 1898 [At this Site]

Isaac Taylor Headland, 1859-1942: Court life in China: the capital, its officials and people, (New York, F.H. Revell, c1909), full text [At this Site][Full Text]
Contemporary discussion of reform efforts in late imperial China, with a significant discussion of the lives of elite women.

Yan Phou Lee: When I Went to School in China, 1880 [At this Site]
A late Confucian education.

John Hay to Andrew D. White, First Open Door note on China, Department of State, Washington, September 6, 1899 [At American Revolution]

Kaiser Wilhelm II (1859-1941, Emperor 1888-1918): German Interests in China, 1900 [At H-Net]

Map of Lost Chinese Territory

The Atlantic: The Break-up of China, and Our Interest in It, The Atlantic Monthly, August, 1899 [At The Atlantic, subscription required]

Fei Ch'i-hao: The Boxer Rebellion, 1900 [At this Site]
A long account of anti-Missionary atrocities by a Chinese Christian.

Yao Chen-Yuan: My Adventures During the Boxer War, 1900

Pierre Loti: When the Allies Entered Peking, 1900 [At this Site]
In response to the Boxer rebellion.

John W. Foster: The Chinese Boycott, from The Atlantic Monthly, January 1906 [At this Site]
Criticizes America's discrimination against Chinese immigrants in America as racist. This behavior incited a Chinese boycott of American trade.

Paul S. Reinsch: A Parliament for China, The Atlantic Monthly, December, 1909 [At The Atlantic, subscription required]

Proclamation of The Abdication of the Manchus, 1912 [At this Site]

Ching Chun Wang: A Plea for the Recognition of the Chinese Republic, The Atlantic Monthly, January 1913 [At The Atlantic, subscription required]

Back to Index
India Under the British

Robert Clive (1725-1774):: The Battle of Plassey, 1757 [At this Site]

Robert Clive (1725-1774): Letter to William Pitt on India, 1759 [At Oswego]

Robert Clive (1725-1774):: Speech in Commons on India, 1772 [At this Site]

India: Regulating Act, 1773 [At this Site]

Edmund Burke (1729-1797): Speech in Commons on India, 1783 [At this Site]

Raja Rammohan Roy: A Second Conference Between an Advocate for, and An Opponent of the Practice of Burning Widows Alive, 1820 [At WSU]
See alsoAn Account of Sati from Vikrama's Adventures [At Internet Archive, from CCNY]

Sir William Bentinck (1774-1839): On Ritual Murder in India , 1829, excerpts [At this Site]
Bentinck was first Governor-General of India, in 1833.

Thomas Babington Macaulay (1800-1859): On Empire and Education, 1830s, [At this Site]

Mountstuart Elphinstone: Indian Customs and Manners, 1840 [At this Site]
Includes graphic account of suttee.

Sir Monier Monier-Williams: Camp Life in India, 1850 [At this Site]

Charles Creighton Hazewell: British India, The Atlantic Monthly, November 1857, [At The Atlantic, subscription required]

Charles Creighton Hazewell: The Indian Revolt, The Atlantic Monthly, December 1857, [At The Atlantic, subscription required]

Elisa Greathed: An Account of the Opening of the Indian Mutiny at Meerut, 1857 [At this Site]

Robert Traill Spence Lowell: The Relief of Lucknow [At this Site]

Sir Monier Monier-Williams: The Towers of Silence, 1870 [At this Site]
The Parsee's in Bombay.

Dadabhai Naoroji: The Benefits of British Rule, 1871 [At this Site]

Field Marshal Lord Roberts: When Queen Victoria Became Empress of India, 1877 [At this Site]

Rev. Arthur Male: The Hill of Bones, Afghanistan 1878 [At this Site]

Back to Index
Africa
Back to Index
The Middle East

See Islamic History Sourcebook

Sir Richard Francis Burton: A Pilgrimage to Mecca, 1853 [At this Site]

Edmondo de Amicis: One Day in Morocco, c. 1870 [At this Site]

The Story of the Suez Canal, from All the Year Round, January 8, 1876 [At this Site]

Alfred Egmont Hake: The Death of General Gordon at Khartoum, 1885 [At this Site]

George E. Thompson: The Great Market of Tripoli, c. 1890 [At this Site]

Charles James Wills: A Persian Wedding, 1885 [At this Site]

S. G. W. Benjamin: Life in Persia, 1885 [At this Site]

Samuel G. Wilson: New Year's Calls and Gifts, Persia 1895 [At this Site]

Colonel L. du Couret: Justice in Arabia, c. 1890 [At this Site]

Winston S. Churchill: The Battle of Omdurman, 1898 [At this Site]

Eustache de Lory: The Persian Bazaars, 1910 [At this Site]

Back to Index
The Japanese Exception

See East Asia History Sourcebook

Sarashina: The Diary of Lady Sarashina (1009-1059)[At Hanover College]

Tokugawa Iemitsu: Closed Country Edict 1635 [At WFU]

Kaibara Ekken or Kaibara Token: Greater Learning for Women, 1762 [At WSU]

Tsuentomo Yamamoto : The Way of the Samauri [At Internet Archive, from CCNY]

Honda Toshiaki: A Secret Plan for Government, excerpts, 1798 [At this Site]

Commodore Matthew Perry: When We Landed in Japan, 1854 [At this Site]

Townsend Harris: The President's Letter [At this Site]
Harris was the first US ambassador to Japan.

Francis Ottiwell Adams: The Schools of Japan [At this Site]
Description from the mid 19th century

Japan: Constitution, 1889 [At Hanover College]

Sir Edwin Arnold: A Japanese Dinner Party, 1890 [At this Site]

Alice M. Bacon: How Japanese Ladies Go Shopping, 1890 [At this Site]

Lt. Tadayoshi Sakurai: The Attack upon Port Arthur, 1905 [At this Site]
The Japanese adopted Western Imperialism very quickly.

Okuma: Fifty Years of New Japan, 1907-08, excerpts [At this Site]

Theodore Roosevelt (1858-1919, Pres., 1901-1909): The Threat of Japan, 1909 [At Mt. Holyoke]

Natsume Soseki (1867-1916): Kokoro, translation by Edwin McClellan. [At ibiblio]

Lafcadio Hearn (1850-1904): Writings on Japan [At ibiblio]

Back to Index
American Imperialism

WEB Anti-Imperialism in the United States 1898-1935 [At Boon Docks Net]
A very impressive collection of texts and essays. Rather excessive emphasis on the creator's ownership of the material (without alerting readers that all pre-1923 published material is in the US public domain).

Josiah Strong: On Anglo-Saxon Predominance, 1891 [At Mt. Holyoke]

Albert Beveridge (1862-1927): The March of the Flag, September 16, 1898 [At this Site]

John Hay to Andrew D. White, First Open Door note on China, Department of State, Washington, September 6, 1899 [At American Revolution]

US Recognition of Cuban Independence, 1898 [At this Site]

Treaty of Peace Between the United States and Spain, 1898
By which the US acquired Cuba, Puerto Rico and the Phillipines. [At Yale]

Edwin Wildman: A Visit to Aguinaldo, Leader of the Philippine Rebels, 1898 [At this Site]

R. L. Bullard: Preparing Our Moros for Government, 1906 [At this Site]

The Atlantic: The Break-up of China, and Our Interest in It, The Atlantic Monthly, August, 1899 [At The Atlantic, subscription required]

The Platt Amendment, 1901 [At this Site]

The Platt Amendment, 1903 [At Mt. Holyoke]

The Roosevelt Corollary

Convention Between the US and Panama (Panama Canal), 1903 [At this Site]

Theodore Roosevelt (1858-1919, Pres., 1901-1909): Annual Message to Congress 1905

Francisco Garcia Calderón: Imperialism of Decadence, 1913 [At this Site]

Rubén Darío (1867-1916): To Roosevelt [At WSU]

Calvin Coolidge: Intervention in Nicaragua [At Mt. Holyoke]

The Philippines

Timeline of US Intervention in Latin America [At Internet Archive, from Kansas]

Back to Index New Additions page.. The date of inception was 9/22/1997. Links to files at other site are indicated by [At some indication of the site name or location]. Locally available texts are marked by [At this Site]. WEB indicates a link to one of small number of high quality web sites which provide either more texts or an especially valuable overview.

The Site Concept and Design: created 26 Jan 1996: latest revision 21 January 2020 [ Internet History Sourcebooks Project is located at the History Department of Fordham University, New York. The Internet Medieval Sourcebook, and other medieval components of the project, are located at the Fordham University Center for Medieval Studies.The IHSP recognizes the contribution of Fordham University, the Fordham University History Department, and the Fordham Center for Medieval Studies in providing web space and server support for the project. The IHSP is a project independent of Fordham University. Although the IHSP seeks to follow all applicable copyright law, Fordham University is not the institutional owner, and is not liable as the result of any legal action. Paul Halsall CV]

©

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NOTES: Dates of accession of material added since July 1998 can be seen in the Imperialism See Main Page for a guide to all contents of all sections.