NAMLE partnered with the National Speech and Debate Association to create this resource which outlines strategic uses for speech and debate in the classroom, strategic uses for media literacy in the classroom, and lesson prompts for evaluation media and debating the issues.
This collection of advertisements, documents and court records is drawn from Lathan Algerna Windley's collection Runaway Slave Advertisements : a Documentary History from the 1730's to 1790.
Excerpts from Olaudah Equiano's autobiography are used by teachers primary document lessons or as support for other lessons exploring slavery. This segment of Slate's "History of Slavery in America" includes a podcast discussion about Equiano's remarkable life with links to other resources and materials. The autobiography itself can be found here - http://tinyurl.com/gs95yvp
We could compare levels of mistreatment of Northern factory workers and Southern enslaved laborers and find that each group lived with hunger and injury; both findings are dismaying. But this is a distraction from the real issue: Slavery, as a system, legalized and codified the slaveholder’s control over the enslaved person’s body.
This article is from the inside - what it is like to work in the textbook publishing industry. It illustrates the gulfs between textbooks and both history and educatution
This is the ledger book of captured and de-coded messages from the German submarine that sank the Lusitania. Not only were the British aware of submarine activity in the Irish Sea, they tracked the one that ultimately sank the Lusitania (U-20). Scroll down to page 5 and you'll see the specific entry for the sinking.
To be added to the list of arguments to be shared with parents who claim that their child's copying was not plagiarism.
What makes this story effective with students (and their parents) is not the fact that it demonstrates what happens when we plagiarize. What is important is the numbers. When students (and their parents) claim that the similar wording is "coincidence" or inevitable given the fact that they are writing about the same thing - these numbers prove the implausibility of that assertion.
This lesson will introduce students to historiography, as they contrast Bernard Bailyn's interpretation of the Declaration of Independence to Howard Zinn's account.
This Stanford History Education Group lesson has students explore the motivations for United States involvement in World War I by comparing a speech by President Wilson and an excerpt from Howard Zinn’s A People’s History of the United States.