This lively exhibit offers images from the 1960s counterculture as seen through the lens of photographer Lisa Law's camera from 1965 to 1971. The site covers the 1960s folk and rock music scenes, California's counterculture, and commune life in New Mexico in eight chronological sections. The "Introduction" provides an entree into the era of the 1960s; "Photographic Beginnings" outlines Law's background in the music industry, her marriage to John Law, manager of the band Peter, Paul, and Mary, and the start of her photography career. "The Castle" chronicles the Laws' sojourn in a Los Angeles group house in which many artists and creative individuals like Bob Dylan and Andy Warhol rented rooms. "The Counterculture" illustrates the unconventional appearance, sexual liberation, and drugs that characterized the 1960s; "Social Activism" offers images of the avenues for members of the counterculture to express social and political beliefs through protests of the Vietnam War, racial injustice, and materialism. "Communal Living" illustrates the utopian communal lifestyles that many members of the counterculture found attractive. "Organizing Woodstock" is a unique look inside the legendary music and art festival that Law helped organize; and the "Afterword" summarizes Law's life and photography career from the mid-1970s to the present, as she continues to document and work for social causes.

Each section offers a 250-300 word summary of the theme and 4-8 photographs. A "What Else was Happening" link provides a timeline that covers the social, political, and popular culture highlights of each year from 1963 to 1973. This site includes a warning that adults might want to speak to children about the 1960s counterculture to contextualize the images on the site before allowing young children to explore it. For students and teachers interested in the popular culture and counterculture of the 1960s, this site offers compelling and colorful images.

Gilded Age Plains City: The Great Sheedy Murder Trial and the Booster Ethos of Lincoln, Nebraska tackles the issue of urban development through the lens of a nationally-followed murder case.

A document archive provides a rich variety of related primary sources—39 legal documents, 225 newspaper articles, 39 newspaper illustrations, 129 photographs, and 42 postcards. Documents range from items directly related to the Sheedy murder trial to sources depicting parts of the city or describing Lincoln culture and society.

One practice worth applauding on this site is it's loyalty to the concept of scaffolding. The first page offers links to vocabulary, an extensive list of Lincoln personages, and a similarly detailed timeline.

Selecting "Explore the City" brings up an introductory essay on Lincoln, Nebraska in the 1890s, as well as an interactive map. The map shows many buildings in red or yellow. Yellow buildings offer period images of the structure, as well as a description of its purpose. Red buildings only have the explanation. The most fascinating feature of the map is that it allows you to select a subsection of the city, such as "demimonde," "physician," "boosters," or "transportation." Each of these options alters the map so that only buildings within that particular subcategory are shown in red or yellow. This lets you see how food distribution and transportation, for example, are grouped in different parts of the city. Each subcategory also has an accompanying essay offering more on the social clime of 1890s Lincoln, Nebraska.

"Spatial Narratives" offers a series of texts on the location and nature of various city subcultures—practitioners of law, boosters, men, African Americans, women, the working class, and university students. Obviously, these subcultures overlapped both in body and in spatial terms within the city.

At this point, one might wonder where the Sheedy case comes into the picture. The third major site section "Interpretation and Narrative" introduces the murder. The narrative includes links to relevant newspaper articles.

Taken as a whole, the site is likely not particularly useful in the K-12 classroom. However, when used in pieces, it can be seen as an example of the ways in which cities develop, racial and moral tensions of the 1890s, or media "spin" of the period versus that of today.

The September 11, 2001, Web Archive is a unique resource. Here, you can visit web pages "captured in time" as they appeared on and around September 11, 2001, and 9/11's first anniversary. This allows you to see how various sectors (business, non-profit, press, etc.) reacted in web publishing, as well as the international digital response to 9/11.

Use the site to find various articles or approaches to share with your classroom, or let your students sift through the content. See what sources from Dutch news sites to George Mason University to everyday names like Scholastic and Google had to say concerning the related events as they unfolded.

Be aware that the content is not sorted by level of grade-appropriateness or for potentially offensive or emotional trigger-inducing material. Also note that the initial calendar you can access for each site is set to 2002. Click 2001 for the breaking news rather than potential anniversary commentary.

The September 11, 2001, Documentary Project represents the "shortly after" reaction of U.S. citizens and others regarding the World Trade Center, Flight 93, and Pentagon attacks of the 11th of September 2001, as gathered by ethnographers at the request of the American Folklife Center. The collection of responses started the 12th of September and continued for several months.

Here, you can listen to and/or watch nearly 200 audio and visual oral histories, access 21 written narratives—such as that of one woman who missed her train the morning of the attack and, as a result, was not in the WTC as she normally would have been—and view 45 photographs and drawings, many of the latter of which display children's perspectives. The videos are all from Naples, Italy, providing a look at 9/11 from outside of the country.

Sources can be browsed by type, title, or subject, as well as keyword searched.

Classroom Connection offers a list of Library of Congress and external related resources, as well as a grade level, state, and subject search which can show you how the collection relates to your particular curriculum standards.

Over more than 15 years, Rocky Gap High School of Rocky Gap, VA, has offered students the opportunity to participate in a history and technology project. While working on the project, students conduct oral history interviews, and archive these interviews and related photographs in a database and, in many cases, online.

The main page can be somewhat difficult to navigate. However, the largest portion of content can be found under Stories of the People. This section contains roughly 90 oral history transcripts on the lives of Bland County residents. Topics range from train rides and farm life to working in a World War II aircraft factory and religious practices. Some of the transcripts are also accompanied by photographs of the interviewee throughout his or her life.

Yet other transcripts link to collection pages which bring together related oral histories, as well as narration written by students. In some cases, video and audio versions are available in addition to the text transcripts. Topics include the Civilian Conservation Corps (CCC), church, death practices, farming, logging, the railroad, school life, tunnel building, and Bland County residents at war.

For more information on the project and its facilities, try the links under "Mountain Home Project."

This website is excellent as inspiration for beginning your own local history projects, as well as a fantastic resource for anyone looking for information on life in rural Virginia.

Note: The site is frequently unavailable for short bursts of time. Try again later if you reach a 404 error page.

Created by the National Park Service and associated with Gettysburg National Military Park, this exhibit recreates Union and Confederate camp life. Short 200-300-word essays in two sections, "Living in Camp" and "Existing Day to Day," describe how camp life differed for officers and enlisted men, what daily routines were like, and what personal effects soldiers might carry. Seven subsections make up a third, larger section, "Battling Boredom," on ways soldiers passed time in camp, including "Playing Games," "Writing," "Drinking & Smoking," "Taking Pictures," "Whittling," "Making Music," and "Praying."

Sound sparse? The explanatory text isn't the strong point of this site—it's the 90 annotated photographs of artifacts from Civil War camp life, including board games, uniforms, musical instruments, prayerbooks, cooking tools, and more. Visitors can either explore the three main sections of the site and click on the artifacts as they read the related essays, or click on "All Image Gallery" to see all 90 primary sources gathered on one page.

An easy-to-navigate bare-bones introduction to the hurry-up-and-wait side of war, the exhibit could draw students in with its personal, everyday artifacts.

DocsTeach, a National Archives and Records Administration project, recognizes the need to bring primary sources into your classroom. To assist in the effort, NARA has pulled together thousands of primary sources, as well as a selection of pre-made activities and tools for building your own primary-source-centric activities.

Documents offers exactly what it sounds like it would—primary sources. The sources are divided into chronological categories—Revolution and the New Nation, Expansion and Reform, Civil War and Reconstruction, Development of the Industrial United States, Emergence of Modern America, Great Depression and World War II, Postwar United States, and Contemporary United States. Results can then be narrowed further by selecting audio/visual, charts/graphics/data, image, map, or written document. If you prefer, you can use a keyword search. All search results are shown with thumbnails to give you a small preview of the sources for your consideration.

Activities provides pre-made classroom activities. These require access to a computer, and are based on the same tools which the site provides for making your own activities. You can also sort them by historical thinking skill—chronological thinking, comprehension, analysis and interpretation, research capabilities, and issues-analysis and decision-making. Registering gives you access to a much larger collection, many of which are created by other educators. There is no registration cost.

If you're registered, consider making your own activity for use by yourself and others. There are tools which help students to create sequences, participate in analytical discussion, connect documents, geographically map documents, use documents to gain an understanding of the bigger picture, weigh evidence, and examine source context.

Take a moment to peruse the Teacher Resources as well. Here, you can find information on national history standards, using DocsTeach activities in the classroom, Bloom's taxonomy, and the National Council of Social Studies.

Read our Digital Classroom article on DocsTeach for more detailed information on using the site.

Throughout the Ages was created to meet the primary source needs of New York state K-6 history teachers. The site collection includes more than 500 photographs, letters, paintings, advertisements, and maps.

To navigate the site, choose an area of interest and subtopic (for example "leisure" under the heading "community"), and scroll to a source of interest. The source will offer a caption. In some cases, historical context, focus questions, and the correlating New York state standards will also be listed. Be sure to click on each of these section titles, as items such as resources and historical background only display once selected.

One feature to look into is the automatic handout maker. For each image, you can automatically generate a handout by selecting any or all of the following categories: caption, historical background, standards/key ideas, historical challenge, interdisciplinary connections, and resources. For some images, these will already be filled out. For others, you can type anything you want for all, some, or one of those categories. Don't worry about deleting existing text if you don't want it on your handout. It will be back the next time you load your page.