In this lesson, students will analyze and compare the rhetorical choices used to achieve a variety of purposes in two speeches written and delivered by high school students following the February, 14, 2018, school shooting in Parkland, Florida. This lesson asks you to consider the rhetorical strategies used Lily Lehman from Durham, NC, and Emma Gonzalez from Parkland, Florida, to persuade their audience to push for meaningful gun reform. Student speakers expertly used rhetoric to craft speeches for a variety of occasions, audiences, and purposes. Students will also explore the importance of speech delivery and how a speech’s “performance” can affect its audience and purpose. Finally, students will discuss how social media can encourage and enable young people to organize, protest, and contribute to real world meaningful change. 

The purpose of this resource is to put the wealth of information contained in the Slavevoyages Database at the pupils’ fingertips.The tasks are staged with the aim that pupils will swiftly approach the database with interest; with targeted aims and with a degree of historical professionalism.

"I was a brand new college freshman getting ready to attend my Political Science class that started at 8:45am on September 11, 2001."

The attached lesson icnludes different activites that can be used by teacher. The lesson plan can be modified and altered. 

Drug education has traditionally been delivered by science and health teachers who present scientific research regarding drugs' physiological effects. This webinar explores the ways in which the humanities can provide essential historical context for understanding addiction as a medical condition and help students and citizens better interpret narratives of addiction and recovery. After presenting an overview of the history of addiction in the United States, we will consider how this framework can inform the way we teach about social movements and works of literature. Join us to discover what the humanities have to offer contemporary conversations about addiction.

This is a college-level lesson, one that might take up a week in an upper level undergraduate course.  I am designing it to fit within a traditional Romanesque and Gothic course.

In this lesson, students will analyze the breadth of visual qualities -- including medium, color, shape, and other attributes -- of Thornton Dial’s Lost Cows and apply them to a broader understanding of hardship and perseverance in the Post-Civil Rights era South. They will learn about the life and career of Thornton Dial and consider whyand howthe visual arts can broaden understanding of the importance of material culture as a form of communication, record-keeping, and creative expression for African Americans in the rural South.

"I decided to go into academia at a panel about Scandal. It was 2015 and I was a college senior."

Students often have a hard time grasping the Articles of Confederation and usually end up knowing little more than that they were weak. Often, however, time is not devoted to understanding why they were weak and how these weaknesses affected the United States at home and globally. By having students look at primary sources that show what the Articles could and could not do, they should have a much clearer grasp on what the Articles were all about. The activity involves reading historical situations, mainly from letters of the American Revolutionary time period and beyond, and assessing what those historical situations can show us about the Articles today. They will finish the first day by playing a game that reinforces the weaknesses of the Articles of Confederation. The students will also analyze political cartoons that focus on the global connection of the United States to the rest of the powerful nations of the time. The final assessment of the lesson involves making a foldable or creating a comic strip.

In this volume, scholars and educators share resources to better teach the global perspective of America's movement west.  The iBook contains audio lectures, primary source documents, and lessons designed to engage students in inquiry and investigation.

In this volume, scholars and educators share resources to better teach America's place and role in the Transatlantic World.  The iBook contains audio lectures, primary source documents, and lessons designed to engage students in inquiry and investigation.

In this volume, scholars and educators share resources to better teach the global perspective of 19th century America, including the Civil War and Reconstruction.  The iBook contains audio lectures, primary source documents, and lessons designed to engage students in inquiry and investigation.

Why are Americans so smitten by dreamcatchers, sports mascots, Cherokee great-grandmothers, and other imagined and longed-for Indians? Native peoples have long held a critical and evocative spot in American culture, materializing in literature, art, theater, film, music, games, folklore and other locations where American meaning-making has taken place. In this webinar, Philip Deloria will offer a brief survey of this history, placing it in the context of concepts such as survivance and settler colonialism, which help to understand the role of Native peoples in contesting and shaping American culture.

Recognizing the urgent need for students to understand the emergence of the United States’ power and prestige in relation to world events, America on the World Stage: A Global Perspective to U.S. History (Organization of American Historians, 2008) reframes the teaching of American history in a global context. Each essay covers a specific chronological period and approaches fundamental topics and events in United States history from an international perspective, emphasizing how the development of the United States has always depended on its transactions with other nations for commodities, cultural values, and populations. For each historical period, the authors also provide practical guidance on bringing this international approach to the classroom, with suggested lesson plans and activities. America on the World Stage Teaching American History grant is a five year project (2009-14) that brings the book of the same name to life through a seriesof interactive lectures, hands-on workshops, research and curriculum design, and summer travel courses. Our approach will be to explore the international perspectives of American history through a series of benchmark topics.

Recognizing the urgent need for students to understand the emergence of the United States’ power and prestige in relation to world events, America on the World Stage: A Global Perspective to U.S. History (Organization of American Historians, 2008) reframes the teaching of American history in a global context. Each essay covers a specific chronological period and approaches fundamental topics and events in United States history from an international perspective, emphasizing how the development of the United States has always depended on its transactions with other nations for commodities, cultural values, and populations. For each historical period, the authors also provide practical guidance on bringing this international approach to the classroom, with suggested lesson plans and activities. America on the World Stage Teaching AmericanHistory grant is a five year project (2009-14) that brings the book of the same name to life through a seriesof interactive lectures, hands-on workshops, research and curriculum design, and summer travel courses. Our approach will be to explore the international perspectives of American history through a series of benchmark topics.

Recognizing the urgent need for students to understand the emergence of the United States’ power and prestige in relation to world events, America on the World Stage: A Global Perspective to U.S. History (Organization of American Historians, 2008) reframes the teaching of American history in a global context. Each essay covers a specific chronological period and approaches fundamental topics and events in United States history from an international perspective, emphasizing how the development of the United States has always depended on its transactions with other nations for commodities, cultural values, and populations. For each historical period, the authors also provide practical guidance on bringing this international approach to the classroom, with suggested lesson plans and activities. America on the World Stage Teaching AmericanHistory grant is a five year project (2009-14) that brings the book of the same name to life through a seriesof interactive lectures, hands-on workshops, research and curriculum design, and summer travel courses. Our approach will be to explore the international perspectives of American history through a series of benchmark topics.

Recognizing the urgent need for students to understand the emergence of the United States’ power and prestige in relation to world events, America on the World Stage: A Global Perspective to U.S. History (Organization of American Historians, 2008) reframes the teaching of American history in a global context. Each essay covers a specific chronological period and approaches fundamental topics and events in United States history from an international perspective, emphasizing how the development of the United States has always depended on its transactions with other nations for commodities, cultural values, and populations. For each historical period, the authors also provide practical guidance on bringing this international approach to the classroom, with suggested lesson plans and activities. America on the World Stage Teaching AmericanHistory grant is a five year project (2009-14) that brings the book of the same name to life through a seriesof interactive lectures, hands-on workshops, research and curriculum design, and summer travel courses. Our approach will be to explore the international perspectives of American history through a series of benchmark topics.

Recognizing the urgent need for students to understand the emergence of the United States’ power and prestige in relation to world events, America on the World Stage: A Global Perspective to U.S. History (Organization of American Historians, 2008) reframes the teaching of American history in a global context. Each essay covers a specific chronological period and approaches fundamental topics and events in United States history from an international perspective, emphasizing how the development of the United States has always depended on its transactions with other nations for commodities, cultural values, and populations. For each historical period, the authors also provide practical guidance on bringing this international approach to the classroom, with suggested lesson plans and activities. America on the World Stage Teaching AmericanHistory grant is a five year project (2009-14) that brings the book of the same name to life through a seriesof interactive lectures, hands-on workshops, research and curriculum design, and summer travel courses. Our approach will be to explore the international perspectives of American history through a series of benchmark topics.

Recognizing the urgent need for students to understand the emergence of the United States’ power and prestige in relation to world events, America on the World Stage: A Global Perspective to U.S. History (Organization of American Historians, 2008) reframes the teaching of American history in a global context. Each essay covers a specific chronological period and approaches fundamental topics and events in United States history from an international perspective, emphasizing how the development of the United States has always depended on its transactions with other nations for commodities, cultural values, and populations. For each historical period, the authors also provide practical guidance on bringing this international approach to the classroom, with suggested lesson plans and activities. America on the World Stage Teaching AmericanHistory grant is a five year project (2009-14) that brings the book of the same name to life through a seriesof interactive lectures, hands-on workshops, research and curriculum design, and summer travel courses. Our approach will be to explore the international perspectives of American history through a series of benchmark topics.

Students will employ their sociological imaginations, which connects individual lived experiences to larger societal forces, to think about how all objects (and people) are entangled in a historical, cultural, and social context with a specific focus on gender. This activity will “make the familiar strange” for students, whereby they will start to think about the importance of interactional and structural forces influence our daily lives.