Lesson outcomesStudents will examine the differences between the Federalists and Democratic-Republicans parties.Students will evaluate the credibility of a source and corroborating varying versions of a historical event.AssessmentAfter carefully examining three sources for reliability, students will determine who they trust more - Hamilton or Jefferson, citing relevant text information in their response.State Standards, Indicator, ObjectiveIdentifying the impact President George Washington had on setting precedents for the office of the President.Evaluating the evolution and impact of the Federalist and Democratic-Republican parties on domestic and foreign policy.Evaluate the credibility of the sources by considering the authority, the origin, type, context, and corroborative value of each sourceIdentify credible, relevant information contained in the sourcesIdentify evidence that draws information from multiple sources to support claims, noting evidentiary limitations

The Declaration of Independence and the words “all men are created equal” provided thousands of enslaved Africans high expectations and many were ready to fight for the Country and their own personal freedom. Thousands of enslaved Africans impacted the war right from the start at Lexington and Concord, all the way to the end at Yorktown. This lesson will explore the life of James Armistead Lafayette, an enslaved African Virginian. Working as an undercover spy for George Washington, James risked his life to gather key intelligence about the British that helped secure an American victory at Yorktown. In this lesson, we will discuss whether his efforts in service of the American cause helped or hindered his ability to achieve emancipation.

provides an overview of an exhibit which explains the historical role of transportation in visitors exploration of National Parks -- from the stagecoach to the automobile.

In his groundbreaking March 2008 speech on race, Barack Obama described the white experience in America as "the immigrant experience." But what does that mean? In this lesson, students will take a close look at their own textbooks to see how the immigrant experience (white and non-white) is treated.

This course provides a global history of South Asians and introduces students to the cultural, social, economic, and political experiences of immigrants who traveled across the world. It studies how and why South Asians, who have migrated to America, Europe, Africa, the Caribbean and the Middle East, are considered a model minority in some countries and unwanted strangers in others. Through literature, memoirs, films, music, and historical writing, it follows South Asian migrants as they discovered the world beyond India, Pakistan, and Bangladesh.

This course considers the historical dimensions of rural production from subsistence to industrialization, both in America and in an international context, with an emphasis on the role of science and technology. Topics include changing notions of progress; emergence of genetics and its complex applications to food production; mechanization of both farm practices and the food industry; role of migrant labor; management theory and its impact on farm practice; role of federal governments and NGOs in production systems; women in food production systems; and the green revolution.

This course considers how the visual and material world of "nature" has been reshaped by industrial practices, ideologies, and institutions, particularly in nineteenth- and twentieth-century America. Topics include land-use patterns; the changing shape of cities and farms; the redesign of water systems; the construction of roads, dams, bridges, irrigation systems; the creation of national parks; ideas about wilderness; and the role of nature in an industrial world. From small farms to suburbia, Walden Pond to Yosemite, we will ask how technological and natural forces have interacted, and whether there is a place for nature in a technological world.
Acknowledgement
This class is based on one originally designed and taught by Prof. Deborah Fitzgerald. Her Fall 2004 version can be viewed by following the link under Archived Courses on the right side of this page.

The concept of globalization fosters the understanding of the interconnectedness of cultures and societies geographically wide apart; America, Europe, Asia, and Africa. Subject scans existing debates over globalization around the world. This course explores how globalization impacts everyday life in the First and Third World; how globalization leads to a common cosmopolitan culture; the emergence of a global youth culture; and religious, social, and political movements that challenge globalization. Materials examined include pop music, advertisements, film posters, and political cartoons.

All of these children are part of U.S. child labor history, where many children were exploited by companies, working long 10-12, sometimes 16 hours shifts for as little as pennies a day. These kids were exploited until unions and federal and state labor laws protected kids. From 1870 – 1890, child labor increased three fold. 1870 was the 1st U.S. census that reported child labor statistics, and 750,000 children worked. Child labor peaked in 1900 when 18.2% of all U.S. kids under the age of 16 WORKED, often at very dangerous jobs.

This lesson is the third in a series called Expanding Voting Rights. The overall goal of the series is for students to explore the complicated history of voting rights in this country. Two characteristics of that history stand out: First, in fits and starts, more and more Americans have gained the right to vote; and second, the federal government has played an increasing role over time in securing these rights.

Writing the Nation: A Concise Guide to American Literature 1865 to Present is a text that surveys key literary movements and the American authors associated with the movement. Topics include late romanticism, realism, naturalism, modernism, and modern literature.