Lesson Focus Question: How did the Black Panther Party’s survival programs, specifically the Free Breakfast Program, support the organization’s larger goals for systemic change?

Teaching Thesis: Although the Black Panther Party is remembered for its use of military tactics and emphasis on police patrols and open carry demonstrations, they also developed programs to meet the day to day needs of community members. The Black Panther Party survival programs, namely the free breakfast program, were instrumental in furthering the organization’s objectives. The survival programs served as a powerful recruiting tool and helped to meet the basic needs of community members so that they could focus on the larger goals of peace, justice, freedom, and self-determination.

Lesson Focus Question:
What were the economic impacts of the railroad industry in the 19th century for California businesses and individuals?

Lesson Teaching Thesis:
The railroad industry created a monopoly that eliminated local businesses and infringed personal liberties such as property rights.

The project was based on a proposal by Hannah-Jones to dedicate an issue of the magazine to a re-examination of the legacy of slavery in America, at the anniversary of the arrival of the first slaves to Virginia. The plan was to challenge the notion that American history began in 1776. The initiative quickly grew into a larger project. The project encompasses multiple issues of the magazine, accompanied by related materials on multiple other publications of the Times as well as a project curriculum developed in collaboration with the Pulitzer Center, for use in schools. The project employed a panel of historians and support from the Smithsonian, for fact-checking, research and development. The project was envisioned with the condition that almost all of the contributions would be from African-American contributors, deeming the perspective of black writers an essential element of the story to be told.

In 1833 the Government passed a Factory Act to improve conditions for children working in factories. However, the passing of this act did not mean that the mistreatment of children stopped overnight. Using these sources, investigate how far the act had solved the problems of child labour.

What did people think of the new Poor Law? In 1834 a new Poor Law was introduced. The new Poor Law ensured that the poor were housed in workhouses, clothed and fed. However, not all Victorians shared this point of view. Some people spoke out against the new Poor Law, calling the workhouses ‘Prisons for the Poor’. The poor themselves hated and feared the threat of the workhouse so much that there were riots in northern towns.

The 1919 race riots were the first time many people became aware of the presence of black and minority ethnic people living in Britain, including those who had lived and worked here for many years and served in the war. At the end of the First World War, the demobilisation of troops caused severe post-war competition for jobs. The perception that foreigners were ‘stealing’ jobs was one of the triggers for the rioting and attacks on black and minority ethnic communities in British port cities. Use this lesson to find out more about the 1919 race riots in Cardiff and Liverpool. How significant a factor was race in these riots?

Photograph of General Douglas MacArthur and Emperor Hirohito at their first meeting in the  U.S. Embassy in Tokyo on September 27, 1945. The photograph was distributed for publication in Japanese newspapers at the insistence of the American occupational forces. The image of the Emperor, considered a god figure, beside the towering American general was a shock to the Japanese public.

This resource goes with the webinar "Christian Nationalism and Internationalism: Evangelicals and US Foreign Policy in Modern History," which took place on 10/04/2022.  

The year 2020 marks the 100th anniversary of the ratification of the 19th Amendment, which removed “sex” as a legal reason to disqualify citizens from voting. Centennial celebrations have revealed how little most Americans know about the history of women’s rights and how contested this history remains. For the past 100 years, suffrage history has been marginalized and narrowly focused on a few white leaders. But recent scholarship has upended the standard narrative of suffrage, which starts with the 1848 Seneca Falls Convention and focuses on Elizabeth Cady Stanton and Susan B. Anthony. This webinar will incorporate new research on suffrage, highlighting sex and race. Drawing on the book Free Thinker: Sex, Suffrage, and the Extraordinary Life of Helen Hamilton Gardener (W.W. Norton, 2020), we will consider how the sexual double standard motivated activists, how the 19th Amendment got through Congress, and how racism shaped the suffrage movement and its legacy.These readings support the webinar of the same title featuring Kimberly Hamlin, Associate Professor of History, Miami University of Ohio.

For three days between 19 and 21 February 1882, the people of Trimdon Grange and Kelloe buried 74 people. What caused so many people to die? You are a reporter for The Trimdon Herald. You have to write an accurate story about these deaths for your newspaper. You must study the evidence carefully, putting all the pieces together like a jigsaw. When you have finished looking at the evidence you can write the story.

Old photographs have an immediate visual impact, and natural curiosity leads everyone to think ‘Who were these people? What were they called?’ This exercise aims to give pupils the opportunity to use two historical sources to answer these basic questions.

The aim of this lesson is to get students to engage with original documents relating to prison hulks. By interpreting these documents they can discover how the criminal justice system actually worked in the late 18th and early 19th centuries, especially with respect to ‘mercy’. They will also form an appreciation of the conditions on board prison hulks and dispel the myth that women were not detained on hulks.

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. 

Kit’s Tadger B-24 13th Air Force 307th Bomb Group 371st Bomb Squadron Serial #44-40604 Sharpe 20 (Thomas Sharpe Collection) Thomas Sharpe stands on the right. Picture taken at an air base on the island of Morotai in 1944. Nose art was a popular art form among the pilots of the U.S. Armed Forces, who used art to customize their planes and make them their own. These photographs are some examples of nose art found on the planes of pilots who served in the Pacific Theater during WWII.

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.

Ace O’ Spades B-24 43rd Bomb Group 403rd Squadron Serial #42-40945 PH00006323 (Frederick German Collection).Nose art was a popular art form among the pilots of the U.S. Armed Forces, who used art to customize their planes and make them their own. These photographs are some examples of nose art found on the planes of pilots who served in the Pacific Theater during WWII.

The Old Man B-17 43rd Bomb Group 64th Squadron PH00005787 (Frederick German Collection)Nose art was a popular art form among the pilots of the U.S. Armed Forces, who used art to customize their planes and make them their own. These photographs are some examples of nose art found on the planes of pilots who served in the Pacific Theater during WWII.

Marge P-38 9th Fighter Squadron Sharpe 4 (Thomas Sharp Collection) Marge was the fighter plane of Major Dick Bong, top air ace of World War II, is shown with twenty seven Japanese flags signifying twenty seven kills. Nose art was a popular art form among the pilots of the U.S. Armed Forces, who used art to customize their planes and make them their own. These photographs are some examples of nose art found on the planes of pilots who served in the Pacific Theater during WWII.

68.77.89 is designed for students in grades 9-12. It provides a set of 12 learning activities in 4 modules that meet Common Core, Advanced Placement, and International Baccalaureate standards. The activities can be used as a set designed to be used together, or in single modules as free-standing lessons.Students will read excerpts of relevant literature, listen and watch excerpts of oral histories, view excerpts of media of the time, and respond to compelling questions to stimulate deep class discussion.
Students will be challenged to apply the lessons from the experiences of Czechs and Slovaks to better understand issues of democracy today and their responsibility for preserving democracy for the future.