Database of Hebrew and Arabic texts recovered by a US Army team in Iraq. Primary Resources/Authentic Texts. The restoration and preservation of these documents is explained.
Modern Westerners brought up on a steady diet of popular songs and romantic movies tend to believe that interpersonal attraction and mate selection are both random and very subjective. Popular culture propagates the notion of "love at first sight" and teaches us that "love is blind, "love just happens," and "you can't help who you fall in love with." Research shows, however, that this is not necessarily true and that, in reality, society aims Cupid's arrow more than we like to think. In this exercise we explore the concepts of homogamy, routine activities, social networks, and mere exposure by examining how similar respondents are to their partners on a variety of social characteristics and how they met and became involved with their partners.
The second of two lessons on Islamic Empires, students examine maps showing the territorial extent of each of the three major Islamic Caliphates. This examination, showing the same territory through different time periods, provides a springboard for analyzing historical factors underlying the territorial changes. Students also explore cultural, economic, and political factors that account for the changing borders as they match explanations associated with the changes in the maps. Key questions: How did the borders of the Islamic Empires change through time? What cultural, economic, and political factors could account for the changing borders?
The first of two lessons on Islamic Empires, students examine physical maps and assess the possibility of geographic obstacles to the diffusion of Islam. They also explore connections among locations that are incorporated into the succession of empires. Students tie events and locations together through the creation of an annotated map based on selected events. The lesson concludes with an examination of a concentric circle map that provides a rough estimate of distances among the various locations. Key questions: How has physical geography influenced the expansion of the Islamic Empire? Why and how did Islam diffuse so rapidly?
This Story Map Journal emphasizes geography’s impact on United States’ strategy in fighting World War II in the Pacific. Students, through the use of Library of Congress resources explore geography’s impact on the average soldier in the Pacific. They will also chart the progress that the armed forces made in their attempt to hop over non-strategic islands in their attempts to get ever closer to the home islands of Japan. Based on the images obtained from the Library of Congress, students will be able to critically assess the toll that the geography of the Pacific took on soldiers. Contains links to student materials and teacher materials for creating lesson plans.
The Declaration of Independence and the words “all men are created equal” provided thousands of enslaved Africans high expectations and many were ready to fight for the Country and their own personal freedom. Thousands of enslaved Africans impacted the war right from the start at Lexington and Concord, all the way to the end at Yorktown. This lesson will explore the life of James Armistead Lafayette, an enslaved African Virginian. Working as an undercover spy for George Washington, James risked his life to gather key intelligence about the British that helped secure an American victory at Yorktown. In this lesson, we will discuss whether his efforts in service of the American cause helped or hindered his ability to achieve emancipation.
Explore twelve compelling works of art that illustrate and illuminate the world of 1607 and the legacy of Jamestown. Some were created by European, African, Asian, and South American cultures around the time that Jamestown was struggling to survive. Others were produced in the centuries that followed as artists drew from fact, legend—and sometimes their imaginations—to depict life in and around the Jamestown colony.
Description
Overview: In this lesson students will analyze a private letter that President Thomas Jefferson (1743–1826) sent to Robert Livingston (1746–1813), his minister plenipotentiary (ambassador) to France, regarding the negotiations for what would become the Louisiana Purchase. Livingston and James Monroe (1758–1831, 6th president of the US) negotiated the Louisiana Purchase Treaty. It is important to note that at the time this letter was written — April 18, 1802 — the area had not yet been offered for sale.
In this letter Jefferson, unaware of the possibility of outright purchase, focuses upon retaining commercial access to the Mississippi River and rights of deposit (economic access) in New Orleans. He also comments upon the danger of an aggressive France locating outposts just across the Mississippi River from the United States. While some historians characterize Jefferson as a Francophile, in this letter Jefferson sees France as a potential enemy to the United States.
This lesson allows students to contextualize what will become the Louisiana Purchase prior to its acquisition by viewing the Purchase through a lens of national economic and military defense rather than an act of territorial expansion. As Jefferson considers the possibility of an aggressive France led by Napoleon Bonaparte on America’s doorstep, he states, “…perhaps nothing since the revolutionary war has produced more uneasy sensations through the body of the nation.” Original spellings and punctuation are retained.
This lesson is divided into two parts, both accessible below. The text is accompanied by close reading questions, student interactives, and an optional follow-up assignment. The teacher’s guide includes a background note, the text analysis with responses to the close reading questions, access to the interactive exercises, and the follow-up assignment. The student’s version, an interactive PDF, contains all of the above except the responses to the close reading questions and the follow-up assignment.
Subject: Literature, Reading Informational Text, U.S. History Level: Middle School, High School Grades: Grade 11, Grade 12 Material Type: Interactive, Lecture Notes, Lesson, Primary Source, Reading Author: National Humanities Center Date Added: 05/03/2019
License: Creative Commons Attribution-NonCommercial 4.0 Creative Commons Attribution-NonCommercial 4.0 Language: English Media Format: Downloadable docs, Interactive
Jennifer Daniel of Washington County has created a Wakelet with lots of tutorials on using Schoology. Great for beginners, since it is new in their division this year.
Jennifer Daniel of Washington County gathered together some supporting resources for teachers using Google Classroom as their main classroom!
Jennifer Daniel of Washington County created this Wakelet with resources to support those who want to be "power users" in Google Classroom.
Jennifer Daniel of Washington County has put together a Wakelet to provide tutorials on how to use Wakelet! This is a perfect tool to use with virtual and hybrid learning.
This inquiry focuses on the rights of citizenship that African Americans were denied following Reconstruction. Though the 13th, 14th, and 15th Amendments were passed in order to guarantee citizenship rights to freedmen, many states passed laws that limited these rights. In this inquiry, students will examine ways rights of citizenship were denied by many states and how citizens attempted to secure those rights. The tasks completed for each supporting question will help students to consider who grants citizenship rights and how they are expanded. The first task will help students to understand that the U.S. Constitution guarantees rights of citizenship, while the second task will help students to understand how states can limit those rights. The final task will help students to investigate the way citizenship can be change agents in the fight to ensure equal rights for all.
American performer Josephine Baker used her star-status access to spy for the Allies in WWII and convey information to the Allies by using invisible ink on her sheet music. We’ll look at a few methods that can be used to hide messages “in plain sight”?
visits 65 historic places along 75 miles of Route 15 in Virginia's Piedmont. Stops include homes of Thomas Jefferson and James Monroe; sites of some of the bloodiest battles in the Civil War; and other places that evoke the soldiers, statesmen, farmers, and slaves who fought, toiled, and governed there.
On May 17, 1954, in Brown v. Board of Education of Topeka (five separate cases consolidated under a single name), the U.S. Supreme Court ruled unanimously that separate but equal public schools violated the 14th Amendment.
In this ruling, the U.S. Supreme Court stated that slaves were not citizens of the United States and, therefore, could not expect any protection from the Federal Government or the courts. The opinion also stated that Congress had no authority to ban slavery from a Federal territory.
Students will read General Order #3, the order that notified enslaved people in Texas that the Civil War had ended and they were to be emancipated. They will then analyze a primary source broadside from the Virginia Museum of History and Culture related to the earliest celebrations of Juneteenth. They will then be asked to write a letter to a member of their division’s central office regarding the celebration of Juneteenth.
Ever seen a Mooselope? How about a Bighorn Bison? See what kinds of strange creatures you can make.It's good fun for everyone.
This lesson plan is part of a multi-disciplinary unit that scaffolds the deeper-learning skills of early-elementary students through the examination of artifacts and cultural experiences throughout the history of Virginia. Through a forthcoming prerecorded webinar that will be linked to this presentation, two Virginia teachers joined by the Virginia Museum of History and Culture (Richmond, VA), provide a presentation on how to use this resource and to consider ways educators can collaborate with museum experts to broaden each student's critical thinking skills and enrich their historical understandings.