Sequoyah built this one-room log cabin in 1829 shortly after moving to Oklahoma. The cabin became the property of the Oklahoma Historical Society in 1936, and the cabin was enclosed in a stone cover building as a project of the Works Progress Administration.
The cabin offers tours.
The South Whidbey Historical Society presents the history of the South Whidbey, Washington. Exhibits include transportation, a period parlor and kitchen, fishing, education, Langley, Baby Island, and Clinton.
The society offers exhibits.
Fort Union Trading Post was the most important fur trading post on the upper Missouri from 1828 to 1867. At this post, the Assiniboine, Crow, Cree, Ojibway, Blackfeet, Hidatsa, and other tribes traded buffalo robes and other furs for trade goods such as beads, guns, blankets, knives, cookware, and cloth.
The site offers a short film, exhibits, demonstrations, educational programs, and occasional recreational and educational events (including living history events).
The Community of the Sisters of Charity, an order of the Congregation of the Mission founded by St. Vincent De Paul and dedicated to teaching and nursing, was founded in the U.S. in 1809 by St. Elizabeth Seton (1774-1821). This collection of 580 postcards "documents the spirituality and mission of the Vincentians" and includes images of institutions such as hospitals, churches, and seminaries in many U.S. states including California, Illinois, Indiana, Kansas, Kentucky, Louisiana, Missouri, Maryland, and Massachusetts. "Spanning 200 years, these postcards reflect the heritage of the religious orders, the growth of social institutions, advancements in technology, and changes in urban environments." Visitors can browse the full collection or use advanced and simple searches to locate images of particular interest. Full bibliographic information accompanies each image. This archive is of interest to anyone researching the history of religious institutions in 19th- and 20th-century America.
Congratulations to Stacy Hoeflich, a 4th-grade teacher from John Adams Elementary School in Alexandria, VA, and a 20092010 Teachinghistory.org Teacher Representative, who is the 2011 National History Teacher of the Year!
The award, presented by the Gilder Lehrman Institute of American History, HISTORY® (History Channel), and Preserve America, honors K12 teachers for their use of primary documents in the classroom, the level of inspiration they provide their students, and their career achievements in education.
Ms. Hoeflich received the title and $10,000 award in a ceremony at the Frederick Douglass Academy in Harlem that included two of her former students, along with James Basker, president of the Gilder Lehrman Institute; Libby O'Connell, senior vice-president and chief historian, HISTORY®; Clement Price, vice chairman of the Advisory Council on Historic Preservation; and New York City Mayor Michael Bloomberg. Teachinghistory.org's Outreach Director Jennifer Rosenfeld attended the event representing Teachinghistory.org, which sponsored Ms. Hoeflich's nomination.
Dr. Kelly Schrum, Director of Teachinghistory.org, who nominated Ms. Hoeflich for the award, stated, "Hoeflich is devoted to the teaching and learning of history. After seeing the students in her classroom excitedly puzzle over a difficult map created almost 400 years ago or analyze political cartoons from the last century, students leave her classroom with a lifelong interest in understanding the complexities of the past."
An accomplished educator, Ms. Hoeflich has taught elementary school for 13 years. She has presented at local, state, and national education conferences on teaching history and historical thinking with primary sources. As a Teacher Representative for Teachinghistory.org, Ms. Hoeflich provided feedback about the website in order to improve its use by educators.
On Teachinghistory.org you can watch videos of Stacy Hoeflich teaching with maps and teaching with political cartoons.
Teachinghistory.org also has materials from previous National History Teacher of the Year winners. Check out 2008 winner David Mitchell's piece for our roundtable on organizing a U.S. History Survey Course or use 2005 winner Roseanne Lichatin's teaching guide on students working in historic preservation.
Teachinghistory.org is full of resources developed by other award-winning teachers, so be sure to check out our blog, teaching guides, and best practices videos to learn what outstanding teachers from across the country are doing in their classrooms!
Professors Ngo Ving Long and Noam Chomsky detail the U.S.'s oppression and killing of civilians in Vietnam during the Vietnam War, arguing that the U.S. public today has not learned from the war and does not remember it clearly and objectively.
Professor Ahmed F. Ghoniem, MIT president Susan Hockfield, and American DG Energy chairman George N. Hatsopoulos look at the life of thermodynamicist Joseph Henry Keenan and his contributions to the field and to the teaching of the subject. They also look at the history of thermodynamics more generally.
The degree of difficulty educators face when dealing with new technologies varies, but the sensation of feeling like a “newbie” when it comes to technology can often create tech-wariness among teachers. Educators should not feel this way.
Teachinghistory.org's presentation at the 2011 American Historical Association (AHA) conference, entitled “Teaching and Learning History in the Digital Age,” offered attendees exposure to free and easy-to-use tools that can work for teachers, regardless of their technological abilities. The main message of this presentation? Start small and be willing to face unexpected hiccups along the way.
One educator, nearing retirement, was curious about digital tools as I shared with her the topic of my presentation while walking to another conference event. She was initially interested in attending my presentation but found that the whole topic of digital tools was too complex for her.
Besides, where would she even begin searching for new media tools? She found herself regretting her earlier decision to skip panels on digital tools. It seemed that her own dilemma—where to start looking for digital tools—is not unique. The goal of the presentation was to help educators like her gain exposure to technology that is easily available. My advice to her was the same as I provided the audience: Start with what feels comfortable.
Some educators might enjoy exploring complex tools, “going under the hood,” and learning new skills. Other educators might want a ready-made tool, like Wordpress, to help build a course website. The open-source nature of platforms and browsers like Wordpress, Firefox, Zotero, and Omeka allow daring educators to invent the new plug-ins that can radically transform educational tools. For the less adventurous educators, these platforms allow them to take advantage of the work of others.
The presentation at AHA was, in part, inspired by a recent series of articles by Robert Townsend in AHA's Perspectives on History (Oct., Nov., Dec.). In his findings, which surveyed over 4,000 two- and four-year college faculty, Townsend noted that educators are increasingly embracing digital tools. Nearly 70% of respondents characterized themselves as “active users”—a number that might surprise many. Upon closer inspection, however, active digital users are mostly younger (no surprise here), and the most popular tools are not what many digitally-savvy educators would necessarily consider cutting-edge: digital cameras, scanners, search engines, word processors, and online archive searches. Tools that have the potential to change how we “do” history—text mining, social media, GIS/mapping, and data visualizations—received few responses in AHA's survey.
My immediate reaction to Townsend's articles? Is that it? On the one hand, I found it rather underwhelming to see what passes as “digital history” in the second decade of the 21st century. On the other hand, a utopian view of this subject is probably not well-served considering the budgetary and curricular constraints teachers face; lasting change rarely develops out of radical, or revolutionary, change. A more measured approach would be to acknowledge that significant uses of technology in the history classroom will gradually occur through funding for technology training, or, more likely, through collaborative exchanging of ideas among staff.
The presentation at AHA, then, was structured to address three or four key areas teachers address in their planning stages. As always, these tools are helpful, but only when applied with thoughtful consideration towards teaching and research (several good reads recently posted on Edwired deal with the perils and possibilities of web tools).
Digital Tools for Presentations
Digital Tools for Communication
Digital Tools for Production
Digital Tools for Miscellaneous Tasks
With such a long list, but one that barely touches the surface of what scholars can do with new media, it is easy to see that free and open-access tools are readily found online. The problem, however, is that many educators feel the same way as our curious veteran educator at AHA. The question “Where can I find these tools?” is still a bit too commonplace these days. As a result, teachers are often hesitant to seek out new technology—not necessarily due to a lack of will, but rather because many simply don't know what (or where) to search.
This presentation aimed at closing that gap in a small way.
Townsend, Robert B. "Assimilation of New Media into History Teaching: Some Snapshots from the Edge." Perspectives on History (Dec. 2010).
Townsend, Robert B. "How Is New Media Reshaping the Work of Historians?" Perspectives on History (Nov. 2010).
Townsend, Robert B. "A Profile of the History Profession, 2010." Perspectives on History (Oct. 2010).
Ready to explore the digital tools mentioned above—and more? Check out our Digital Classroom section.
The Ad Council has been producing public service announcements attempting to affect change in society and serve the public interest for nearly 70 years. The campaigns take the form of print, radio, and television advertisements. They have run the spectrum of societal issues, from "Rosie the Riveter" and the campaign to place women in war jobs to contemporary ads related to predatory lending. The Ad Council has brought us memorable characters like Smokey Bear, McGruff the Crime Dog, and Vince and Larry (the two crash test dummies who convinced us to wear seat belts). But what do these public advertising campaigns say about America? How can we use these ad campaigns to better understand U.S. history?
Through analyzing the ads we can isolate time periods in history and understand what were believed to be the most pressing societal issues of the time. These campaigns tried to decrease behaviors that were believed to lead to social problems or promote behaviors that would lead to a better society. Thus, in seeking to understand the advertisements, we can help students uncover the contemporaneous sociology of the ad campaign.
You can begin by exploring the Ad Council's Historic Campaigns that highlight some of the more notable campaigns in the last 70 years. Each campaign is complete with background information and some have links to PSA videos associated with the campaign. An even more complete retrospective of past advertising campaigns is maintained by the Advertising Educational Foundation and can be accessed here.
I have found the site particularly useful in helping students understand more recent history. For instance, few would disagree that, socially, the 1980s were rocked by the AIDS epidemic. The site highlights PSAs to prevent the spread of AIDS, which represent a dramatic shift in societal norms with the public call for condom use. The ads on crime prevention featuring McGruff the Crime Dog also help illuminate the 1980s. These ads coincide with America's "war on drugs" and emphasis on law and order during the 1980s. 1970s culture was epitomized by environmental awareness featuring Ad Council PSAs showing Native Americans distraught to find their territory littered. These ads and more can be found in the Historic Campaigns section.
Teaching with advertisements as primary sources is beneficial in two ways. One, students are exposed to yet another example of primary sources that come with their own unique set of historical questions. Two, by learning how to unpack the intent of advertisements on people of the past, students are more apt to be able to recognize advertising manipulation in the present. The Ad Council dedicates a page of resources for educators that includes useful links and frequently asked questions. These pages also identify current advertising campaigns, which might be useful for students to identify some of the important topics of today compared to the important issues they find in earlier decades.
Before having students analyze advertisements as primary sources, it is important to model for students how advertisements should be read. Students should also be made aware of the strengths and limitations of using advertisements to understand the past. An excellent overview of these strengths and weaknesses can be found on page 11 of this guide to primary sources, from the Smithsonian's History Explorer, along with questions to guide students in analyzing advertisements.
A natural fit to teaching U.S. history through public service announcements would be to have students create their own PSAs. Students could be given a list of pertinent social issues to a particular time period or could be asked to research important topics on their own. Students could write a script and use a pocket camcorder to record their PSA. Editing could be done using iMovie, Windows MovieMaker, or any number of free online video editing tools. The purpose of the assignment is to help students understand the changing nature of social issues in the United States.
Another idea is to have students research the effectiveness of given historic campaigns. The Ad Council maintains a database of reports and figures related to the success of various PSAs. This is a condensed version highlighting the impact of the Ad Council's more famous campaigns. The purpose here is to help students see how effective advertising not only convinces people to buy products, but also can convince people to change behavior for the common good.
The Ad Council works to address the most significant social issues of the day. With that purpose, the Ad Council offers a unique look into making sense of our social past by revealing important issues of the time. Advertisements offer students an opportunity to interpret an overlooked type of primary source of the past and establish connections to the present.
Looking for more guidelines on using ads in the classroom? Historian Daniel Pope helps you make sense of advertisements, and historian Roger Horowitz analyzes historical documents behind 1950s potato chip advertising campaigns. This syllabus from a university history course also walks you through the steps of analyzing an ad.
Search our Website Reviews using the keyword "advertisement" for reviews of more than 200 websites featuring archived advertisements.
Does anyone know a solid, one-stop shop for interactive simulation and activities for high level, college-bound U.S. history students? I am looking to freshen up some of my units and I thought these might be fun. I am specifically looking for one-day activities that engage students (there can be homework before and after).
While the web is full of great resources for the history classroom, you’ll have to narrow your search in order to find simulations. The most efficient way to start is to head to sites offering lesson plans, and to search within them for simulations.
One great resource for lesson plans is the work of Teaching American History grant partners, which is often posted online. The Danbury, CT TAH project, for instance, has a number of lesson plans on its website, including a number of simulations relevant for an American history class. Fitchburg State University also has a number of lesson plans online, including a simulation on the causes of the Civil War.
Another kind of web resource to explore is the work of states and school districts. One good example of this kind of resource is SCORE, the Schools of California Online Resources for Education site, which has a number of resources for classroom teachers including simulations for U.S. history classes. Some come from outside sources like Harper’s Weekly online, which hosts a simulation on Reconstruction, while others, like a simulation on immigration, are created by classroom teachers.
Colleges and universities are also rich sources for materials, often providing creative approaches to classroom instruction. The University of North Carolina School of Education has a number of lesson plans and ideas online, including a simulation on fugitive slaves. Columbia University, through Columbia American History Online, also offers lesson plans, like a simulation of pre-Civil War efforts at compromise.
Yet another good place to look for resources is an aggregating site like Best of History Websites or the National History Education Clearinghouse. At the former of those sites, you can find links to resources like the Day in the Life of a Hobo podcast—a creative simulation focusing on the Great Depression. At the latter of those two sites, you can find a number of resources, including a link to a simulation game exploring the impeachment of Andrew Johnson. Interact also has classroom ready simulations about U.S. and world history, which can be purchased by your school.
Good luck with your search!