Teacher professional development and classroom resources across the curriculum
Teacher professional development and classroom resources across the curriculum
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About the Workshops
Primary Sources Home
About the Workshops
Using the Videos & Web Site
Examining Documents & Images
Workshop Summaries
Who's Who
Resources
Production Credits
Copyright
Facilitator Notes
Workshop 1: The Virginia Company
Introduction
Before You Watch
Lectures and Activities
Lectures and Activities: 1 1/2 Hour Workshops
Lectures and Activities: 2 Hour Workshops
Lectures and Activities: 45 Minute Workshops
Printer-Friendly Version of Time Options
Lecture Transcript One: The Virginia Company and Colony
Lecture Transcript Two: Evaluate the Virginia and Massachusetts Companies
Activity One: Saving the Virginia Company
Activity Two: Evaluate the Virginia and Massachusetts Companies
Reflection One: Saving the Virginia Company
Classroom Applications
Resources
Primary Source Documents and Images
The Second Charter of Virginia
Instructions from the London Company to the First Settlers
Supplies the Colonists Took to Virginia
The First Settlers
Some Contemporary Explanations for Virginia's Early Failures
The Starving Time
The Rationale for Colonization
Excerpts from the Lawes Divine, Morall and Martiall
The Government Devolved to Captaine Samuel Argall
Richard Frethorne's Account of His Plight in Virginia
Virginia - Map 1607-1624: View Small
Virginia - Map 1607-1624: View Large
Virginia - Map 1607-1624: printable PDF
Workshop 2: Common Sense and the American Revolution
Introduction
Before You Watch
Lectures and Activities
Lectures and Activities: 1 1/2 Hour Workshops
Lectures and Activities: 2 Hour Workshops
Lectures and Activities 45 Minute Workshops
Printer-Friendly Version of Time Options
Lecture Transcript One: Thomas Paine and American Independence
Lecture Transcript Two: Summarizing Paine's Argument
Activity One: What Is Paine's Argument?
Activity Two: Interpretations of Common Sense
Reflection One: Paine's Argument
Reflection Two: Interpretations of Common Sense
Classroom Applications
Resources
Primary Source Documents and Images
Common Sense (HTML version)
Common Sense (PDF version)
The Olive Branch Petition
The Declaration of Independence
Buckingham County, Virginia, Statement of Independence
James City County, Virginia, Statement of Independence
Malden, Massachusetts, Statement of Independence
Introduction
Before You Watch
Lectures and Activities
Lectures and Activities: 1 1/2 Hour Workshops
Lectures and Activities: 2 Hour Workshops
Lectures and Activities: 45 Minute Workshops
Printer-Friendly Version of Time Options
Lecture Transcript One: The Lowell Experiment
Lecture Transcript Two: The Legacy of Lowell
Activity One: Was Lowell an Opportunity or a Dead End?
Activity Two: What Is Your Final Opinion?
Reflection One: The Lowell Experiment
Classroom Applications
Resources
Primary Source Documents and Images
"A Week in the Mill," Anonymous, Lowell Offering, Volume V
"Editorial: Two Suicides," Harriet Farley, Lowell Offering, Volume IV, 1844
Letters from Susan
Mary Paul Letter
Harriet H. Robinson, "Early Factory Labor in New England"
"Female Workers of Lowell," The Harbinger
Charles Dickens, "General Appearance of Mill Workers," from American Notes
Lucy Larcom, A New England Girlhood
Workshop 4: Concerning Emancipation
Introduction
Before You Watch
Lectures and Activities
Lectures and Activities: 1 1/2 Hour Workshops
Lectures and Activities: 2 Hour Workshops
Lectures and Activities: 45 Minute Workshops
Printer-Friendly Version of Time Options
Lecture Transcript One: Lincoln's Beliefs About Slavery
Lecture Transcript Two: The Forces for Emancipation
Lecture Transcript Three: Final Thoughts on Emancipation
Activity One: What Did Lincoln Believe?
Activity Two: Did Lincoln Lead or Follow?
Activity Three: Has Your Opinion Changed?
Reflection One: Lincoln's Beliefs
Reflection Two: The Forces for Emancipation
Classroom Applications
Resources
Primary Source Documents and Images
Lincoln's First Debate with Douglas at Ottawa, Illinois
Lincoln's Fourth Debate with Douglas at Charleston, Illinois
Appeal to Border-State Representatives for Compensated Emancipation, Washington, D.C.
Address on Colonization to a Committee of Colored Men, Washington, D.C.
An Appeal from the Colored Men of Philadelphia to the President of the United States
Lincoln's Letter to Horace Greeley
Preliminary Emancipation Proclamation
The Emancipation Proclamation
Letter to James C. Conkling
Frederick Douglass' "How To End the War"
Letter from John J. Cheatham
Letter from Major George E. Waring Jr.
Letter from General Benjamin F. Butler
Letter from John Boston
Letter from Hannah Johnson
Letter from Corporal James Henry Gooding
Photo of Gordon Cotton: View Small
Photo of Gordon Cotton: View Large
Lincoln Freedmen Memorial: View Small
Lincoln Freedmen Memorial: View Large
Workshop 5: Cans, Coal, and Corporations
Introduction
Before You Watch
Lectures and Activities
Lectures and Activities: 1 1/2 Hour Workshops
Lectures and Activities: 2 Hour Workshops
Lectures and Activities: 45 Minute Workshops
Printer-Friendly Version of Time Options
Lecture Transcript One: Cans, Coal, and Corporations
Lecture Transcript Two: Chicago World's Fair
Lecture Transcript Three: Unrest in 1893 and the Closing of the American Frontier
Activity One: The Most Important Inventions of the 1890s
Activity Two: Campaign for World's Fair 2010
Activity Three: Final Thoughts on the Events of 1893
Reflection One: The Most Important Inventions of the 1890s
Reflection Two: Campaign for World's Fair 2010
Classroom Applications
Resources
Primary Source Documents and Images
Populist Platform 1892: Preamble
Frederick Jackson Turner, "The Significance of the Frontier in American History"
List of Major Turn-of-the-Century Inventions
Samuel Barton, "The Wonderful Development of Florida"
John J. Carty, "New Developments in Electricity Are Enormous"
William Eleroy Curtis, "United States To Dominate the Hemisphere"
Kate Field, "All Depends On Our Women"
W.R. Grace, "A Great Era for South America"
John Habberton, "Of Women, Literature, Temperance, Marriage, Etc."
John J. Ingalls, "Remarkable Changes in Everyday Life"
Asa C. Matthews, "The United States of the Americas"
T.V. Powderly, "No Very Rich or Very Poor"
Thomas De Witt Talmage, "World Improving All the Time"
World's Fair Broadside: View Small
World's Fair Broadside: View Large
World's Fair Photograph -- Lagoon Bird's-Eye: View Small
World's Fair Photograph -- Lagoon Bird's-Eye: View Large
World's Fair Photograph -- Grand Basin: View Small
World's Fair Photograph -- Grand Basin: View Large
World's Fair Photograph -- Ferris Wheel: View Small
World's Fair Photograph -- Ferris Wheel: View Large
Introduction
Before You Watch
Lectures and Activities
Lectures and Activities: 1 1/2 Hour Workshops
Lectures and Activities: 2 Hour Workshops
Lectures and Activities: 45 Minute Workshops
Printer-Friendly Version of Time Options
Lecture Transcript One: The Census and American Identity
Lecture Transcript Two: Race and Ethnicity As Census Categories
Lecture Transcript Three: How Were Resources Allocated?
Activity One: How Would You Fill Out the Census Form?
Activity Two: What Resources Are Needed in a Community?
Activity Three: Final Thoughts on the Census
Reflection One: Filling Out the Census Form
Reflection Two: What Resources Are Needed in a Community?
Classroom Applications
Resources
Primary Source Documents and Images
Office of Management and Budget Directive No. 15
American Anthropological Association Response to OMB Directive 15
American Anthropological Association Statement on "Race"
1830 Census Form
1890 Census Form: Original Document
1890 Census: Printer-Friendly Version
1970 Census Form: Original Document
1970 Census: Printer-Friendly Version
1990 Census Form: Original Document
1990 Census: Printer-Friendly Version
Office of Management and Budget Bulletin 00-02
Census 2000: Race, Hispanic Origin, and Ancestry
General Population and Housing Characteristics: 1990 -- Cleveland-Akron-Lorain, OH
Workshop 7: Disease and History
Introduction
Before You Watch
Lectures and Activities
Lectures and Activities: 1 1/2 Hour Workshops
Lectures and Activities: 2 Hour Workshops
Lectures and Activities: 45 Minute Workshops
Printer-Friendly Version of Time Options
Lecture Transcript One: Infectious Diseases in the 19th-Century City
Lecture Transcript Two: Typhoid, Polio, and Diphtheria: Science and Class Issues
Activity One: What Should Be Done About Mary Mallon?
Activity Two: Final Thoughts on the Control of Disease
Reflection One: What Should Be Done About Mary Mallon?
Classroom Applications
Resources
Primary Source Documents and Images
Typhoid Mary: Captive to the Public's Health, by Judith Walzer Leavitt
The Work of a Chronic Typhoid Germ Distributor, George A. Soper, Ph.D.
Typhoid Bacilli Carriers, William H. Park, M.D.
Immunization Certificate: View Small
Immunization Certificate: View Large
Infantile Paralysis Placard Photograph: View Small
Infantile Paralysis Placard Photograph: View Large
Bureau of Public Health Poster: View Small
Bureau of Public Health Poster: View Large
Workshop 8: Korea and the Cold War
Introduction
Before You Watch
Lectures and Activities
Lectures and Activities: 1 1/2 Hour Workshops
Lectures and Activities: 2 Hour Workshops
Lectures and Activities: 45 Minute Workshops
Printer-Friendly Version of Time Options
Lecture Transcript One: Korea and the Cold War
Lecture Transcript Two: Lessons Learned from Korea
Activity One: Should U.S. Military Forces Be Sent to Korea?
Activity Two: Final Thoughts on Korea and the Cold War
Reflection One: Should U.S. Military Forces Be Sent to Korea?
Classroom Applications
Resources
Primary Source Documents and Images
"Long Telegram to Washington," George F. Kennan
The Cold War, Walter Lippman
U.S. and Japan Mutual Defense Assistance Agreement
Truman Address on Korea
Chart of Defense Spending
"Capitol Report" No. 60, featuring Senator Robert F. Taft
General Douglas MacArthur Writings, 1950-1951
President John F. Kennedy's University of Washington Speech, November 16, 1961
The Marshall Plan
The Truman Doctrine
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