"The Fife Lake museum is full of numerous historical artifacts and displays relating to the history of this quaint village. The museum is open for tours from 1-4pm on Wed, Sat, and Sun throughout the summer."
Unable to confirm the continued existence of this society. The above quote was pre-existing.
"The Homeville Antique Fire Department started in 1979 with the purchase of the 1927 Brockway truck and has grown over the years to what you see listed above. The apparatus are stored in a 48' x 60' steel building erected in 1994. All the apparatus except the '27 Brockway and the '35 Ward LaFrance are fully equipped and operational. Those two units are undergoing frame up restorations. I offer information, parts, manuals, and paint numbers and other technical assistance to anyone needing such American LaFrance related info. If I do not have it, I can more likely than not, get you in touch with some one who does."
"The DeQuincy Railroad Museum was formerly the Kansas City Depot, when it was built in 1923, the depot was transferred to the city of DeQuincy in 1975. Railroad memorabilia and equipment including a 1913 steam locomotive, a 1929 caboose and a 1947 passenger coach are on display."
Unable to confirm the continued existence of this museum. The above quote was pre-existing.
Historian Anthony Sammarco follows the development of downtown Boston from the city's early years to the present day. He focuses on the area called Downtown Crossing, following the Great Boston Fire of 1872, and examines the commercial shopping establishments that replaced pre-fire residences and churches. His presentation includes slides.
This feature is no longer available at WGBH.
From the National Museum of the American Indian website:
"To Native peoples from the Chesapeake region, the Bay and its watershed are not only a natural resource but a central part of their cultural identities. Learn how the Great Shellfish Bay and its tributaries physically and spiritually sustained Native communities in the sixteenth century. Explore indigenous peoples' enduring connections to this fragile ecosystem and some of their current environmental partnerships to revitalize and protect the Chesapeake."
For more on the National Museum of the American Indian, refer to NHEC's Museums and Historic Sites entry.
From the Minnesota Historical Society website:
"Minnesota's Greatest Generation—the people who grew up during the Great Depression, came of age during WWII, and participated in the post-war boom—created a lasting legacy that has shaped all of us who have come after. This workshop will introduce teachers to the MGG website content and lessons, allow teachers to see the new MGG museum exhibit, and will give teachers the opportunity to learn from experts on the history of this era. If you teach 20th century Minnesota or United States history, this is the workshop for you!"
This American Battle Monuments Commission (ABMC) Burials and Memorializations database features over 224,000 records of individuals buried or memorialized in ABMC cemeteries and memorials worldwide. Covering 24 cemeteries in 10 foreign countries and 3 additional memorials in the U.S., this database provides online access to burial information of those killed in action primarily during World War I, World War II, the Korean War, and the Vietnam War.
Additional individuals include veterans, active duty military, and civilians. The database also provides information on individuals in the Corozal American Cemetery (Panama) and the Mexico City National Cemetery (Mexico), including civilians and veterans of the Spanish-American War and the Civil War.
The database interface allows students to search by name, war or conflict, service or serial number, branch of service, unit, service entry location, cemetery/memorial, date of death, and keyword. Users can also search for service members who are missing in action and Medal of Honor recipients who are buried or memorialized by ABMC.
This organization of the material allows the user to explore a wealth of information. Students can research the geographic distribution of burials or explore representation among military branches in individual cemeteries. The ABMC database allows users to focus on who is buried and memorialized and to explore the experiences of individual soldiers as well as patterns and commonalities.
Students, for example, could begin to explore the number of women who served as nurses during World War I and the Influenza epidemic of 1918, or the experiences of the 100th Infantry Battalion of the U.S. Army during World War II. Or they could chose to search for an individual from their home state or community and use the database’s information as a starting point to research the life of this individual. They can download search results and print, email, or share individual records.
This valuable research and teaching resource is accompanied by a robust “Education Resources” section featuring interactive timelines and campaign narratives, cemetery or memorial-specific mobile apps, publications, videos, lesson plans, and curriculum ideas. The “Flying Yanks: American Airmen in WWI” interactive, for example, provides historical background for students exploring the air war in WWI, a timeline and map with primary sources, as well as individual stories of airmen.
Students can use the database in conjunction with the learning materials to enrich their understanding of U.S. military history, memorialization, public history, and numerous other historical topics.
Win the White House is an online game that allows students to simulate a presidential campaign of their own. This includes debating, completing primaries, choosing a vice president, fundraising, making appearances, and more.
Visitors can register to play Win the White House or play without registering (both options are free). However, if the player is not registered, they cannot continue a campaign later. Win the White House works on both Macs and PCs.
To start, the player chooses a candidate, slogan, political party, and issues that they focus on, such as environment, health care, and voting laws. For older students, topics such as gun control and gay marriage are included. (Throughout the game, they will have to periodically answer questions regarding their platform or the platform that their opposition supports.) They then begin their political campaign. For support, as well as examples of use and teaching plans for the game, check out Win the White House: A Game Guide for Teachers.
During the political campaign, students will painlessly review the details of running a campaign, including how the electoral college works and how those votes are weighed, as well as how important political marketing is.
Playing the game can point out to students how many factors contribute to the progress and success of a presidential campaign. As students play, make sure they notice and use the four blue buttons at the top of the play screen map to view the states through different filters as their campaigns progress. With these buttons, they can remind themselves how many electoral votes each state has, see how the popular vote is going, keep track of states' momentum (are states leaning red or blue?), and check how much money each state still has available to fund campaigns.
Although Win the White House is a learning tool, it is also a game, adding motivation to learn and presenting students with many choices. Note that the game provides an assessment of how well the students achieved their objectives at the end, which can help teachers measure student comprehension. Win the White House can help teachers see how well students understand both the political process and the media’s potential to influence the outcome of an election.
Looking for more high-quality games for use in the history or civics classroom? iCivics, creator of Win the White House, features more than 20 online games on topics ranging from municipal planning to immigration to the Bill of Rights. Check out our Tech for Teachers on Do I Have a Right? for our take on one of iCivics' more addictive games.
Not certain how best to use games for teaching? High school teacher Jeremiah McCall shares his tips for getting the most out of games in his six-part blog series.
A project of the University of Wisconsin—Milwaukee, The March on Milwaukee Civil Rights History Project preserves the history of the Civil Rights Movement in Milwaukee, WI. In the late 1960s, the open housing movement worked to break down housing restrictions that segregated the city's population. Milwaukee residents of all ages and walks of life supported or opposed this movement.
The site features more than 150 digitized primary sources from the period, including oral histories, letters to organizations, support and hate letters, meeting minutes, Henry Maier's 1967 mayor's log, speeches, press releases, photographs, official reports and research studies, video clips, curriculum and programming from Freedom Schools (alternative schools children could attend during school boycotts), and more. Sources can be searched by keyword and browsed by media type (audio, documents, photos, or video) or collection (materials are divided into 10 collections by relationship to prominent individuals and groups in the movement). Visitors can add sources to "My Favorites" and review them as they browse.
In addition, a downloadable map shows the division of Milwaukee neighborhoods in 1967 and the path of the Aug. 28 open housing march, and a timeline tracks local and national events from 1954 to 1976. A glossary of key terms gives the context for more than 60 acronyms, names, places, and other terms, and a bibliography lists more than 40 primary sources and more than 50 secondary sources.
Teachers may need to do a little extra legwork to contextualize the primary sources, but the collection can bring Civil Rights Movement history home to Wisconsin students, particularly those in Milwaukee and the surrounding area. Teachers nationwide can use the materials to explore the work of the Congress of Racial Equality (CORE), NAACP Youth Council, and local institutions like Freedom Schools and integration committees.
What pushes and pulls people into new ways of life? In this lesson, students use artifacts, documents, and photographs to help them answer this question.
The Henry Ford Museum’s "Early 20th Century Migration—Transportation: Past, Present and Future" is a thematically rich teaching unit. Through artifacts, documents and photographs, students explore the overarching question, What pushes and pulls people into new ways of life? How did the lure of jobs in U.S. factories “pull” Europeans and people of the American South to northern cities and new ways of living? The lessons are both rigorous and relevant, and continuously engage students in considering the impact of the past on the present.
Dubbed an Educator DigiKit, the unit includes extensive materials for teachers. The Teacher’s Guide includes timelines on various historic themes relevant to the lesson topics, a glossary, bibliographies, connections to Michigan and national standards, and field trip suggestions. The lesson plans introduce the assembly line concept, technological and economic forces that cause large-scale migration, fair labor issues, challenges faced by immigrants, and the ongoing changing nature of work up to the present. All of the lessons include links to primary sources in the Henry Ford Museum Online Collection and they utilize a range of activities, including simulations, math-based problem solving, and source analysis.
Teachers will want to consider supplementing this unit by incorporating a rigorous, systematic approach to analyzing primary sources. Borrowing one from another site (see possibilities here) could strengthen the individual lessons and unit. A rich resource, 20th Century Migration honors middle elementary children by challenging them to ponder and interpret significant topics in history that continue to affect their world today.
Yes
Not only are the details accurate, but the breadth of the perspectives in the lessons helps students develop an accurately complex sense of the unit topics.
Yes
Brief secondary sources provide context for the investigations. For examples, see an essay on the nature of assembly line work on page 44, or a PowerPoint on urbanization that is linked from pages 36 or 37.
Yes
Includes a few explicit writing exercises, primarily short-answer assessments. Class discussion questions might be used as writing prompts in older grade levels.
For an example, see writing prompts for primary source analysis on page 55.
Yes
Would have liked to see primary source analysis embedded earlier in the unit; it is not introduced until near the end of the unit. The unit would also be more powerful if it introduced a systematic model for source analysis.
No
The source analysis guides do not ask students to consider the author or creator of a source. The informal mini-biographies used as primary sources in Lesson 6 are intriguing; the lesson would help students better understand the nature of historical analysis if they engaged them in asking who created the biographies and why.
Yes
The lessons lend themselves to ready adaptation not only in grades 3-5, but for middle school as well.
Yes
Yes
Topical knowledge is emphasized in the unit. Nonetheless, the unit does include activities to engage children in interpreting historical documents for basic understanding. No criteria for assessment are included.
Yes
The learning goals are topical.
Yes
The learning goals are topical.