This site invites you to explore the process of piecing together the lives of ordinary people in the past. It is an experimental, interactive case study based on the research that went into the book and film A Midwife’s Tale, both based upon the remarkable diary of 18th-century midwife/healer Martha Ballard. Although DoHistory is centered on the life of Martha Ballard, you can learn basic skills and techniques for interpreting fragments that survive from any period in history.
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Greek American Experiences Between Two Cultures is an online oral history project that provides an opportunity for Greek Americans to record and access stories, anecdotes and personal histories via the world wide web. Through the modern technology of the internet, it is possible for site visitors to both post stories about their families' experiences as Greek Americans and to read about the experiences of others. Thus, the site serves as a unique and freely accessible archive of oral histories from this vibrant American ethnic group.
Welcome to Hindsight, an online history project that will transport you back to New York City on May 8, 1970. Your mission is to determine what happened on that day, and what meaning it might hold for us today. Our site uses the web's characteristics to foster historical inquiry -- you will navigate through multiple sources of evidence, explore diverse perspectives, and make connections within this "web" of material. The site is part archive, part essay, and part interactive exhibit.
For too many Americans, the history class in Ferris Bueller’s Day Off (remember the teacher’s plaintive question, “anyone, anyone?”) is all too familiar. Our approach is meant to challenge this false and familiar image of history: understanding and reconstructing the past requires ways of thinking, reading, and questioning much more engaging and challenging than mere memorization.
Teaching in a way that differs from your own schooling experience is not necessarily easy to imagine, let alone execute. Especially given the many pressures and demands on teachers today. This part of the Historical Thinking Matters website is devoted to providing instructional resources for teacher educators who want to challenge these iconic pictures of history instruction and start preparing their students to teach for historical thinking.
Imaging the French Revolution—an experiment in digital scholarship—is organized in three sections. In , seven scholars— selected for their previous work on revolutionary images—analyze forty-two images of crowds and crowd violence in the French Revolution, a shared on-line archive that provided the starting point for the project. Offering the most relevant examples and comments from an on-line forum that took place during the summer of 2003, highlights an effort by those same scholars to consider issues of interpretation, methodology, and the impact of digital media on scholarship. In many cases, authors incorporated the fruits of these discussions into their final essays. These instances are marked for readers with the icon labeled “Further Discussion,” which provides a link to some of the original excerpts. Finally, s allow readers to consider the work of the scholars and to draw their own conclusion. Not only are readers given access to the same archive as the scholars—an usual circumstance, particularly for visual studies—but we also provide an “Image Tool” that permits close study and comparison of the forty-two images. Furthermore, each image includes relevant data and is linked to the various places throughout the site (both discussion and essays) where scholars discuss it. For a more detailed explanation of the historiographical and methodological goals of this project, as well as an appraisal of its results, please consult the introductory and concluding essays.
This accessible and lively introduction to the French Revolution presents an extraordinary archive of some of the most important documentary evidence from the Revolution, including 338 texts, 245 images, and a number of maps and songs
A Look Back at Braddock District is a local history, the story of a rural region in the heart of Fairfax County, Virginia, transformed over time into a sprawling suburb of Washington, DC. The memories of more than 50 Northern Virginia residents are captured in oral histories. Photographs, documents, maps and artifacts amplify these personal experiences and document growth and change in the area. The site offers lesson plans and activity ideas as well as other resources in a database. Explore tags listed in the resources section of the website for more search ideas.
The lecture has fallen on difficult times . . . it relies too heavily on auditory input and makes students passive as opposed to active learners. —Silver, Strong, and Perini.
As history teachers we may often use the lecture format, and perhaps many of us had our first excitement about history ignited by an incredible lecture that sparked our interest in the past, but students learn best if they are actively processing what they are hearing.
Mike Yell introduces the Discrepant Event Inquiry model and the Media Hook as ways to open a lecture and immediately engage students in an interactive encounter with history. He then provides several strategies to ensure that the lecture is not a passive experience for students.
Making the History of 1989 materials were developed because teachers and their students have little access to vivid historical documents in English that convey the epochal events of 1989. Project materials utilize recent advances in our understanding of how historical learning takes place, including complex interaction with sources, recursive reading, and skills used by historians.
The site has three key features: a substantial collection of high quality primary sources; a set of multimedia interviews that make visible the processes by which historians transform events and sources into historical narratives; and lesson plans and document based questions provide historical context, tools, and strategies for teaching the history of 1989 with primary sources in ways that make “history making” visible and vivid.
The Object of History is a cooperative project between the Smithsonian’s National Museum of American History and George Mason University’s Center for History and New Media. The project was conceived of in an effort to find a low cost way for students and teacher of U.S. History to have access to the museum’s collections and the expertise of the curators. As a result the materials on the site are designed to improve students’ content knowledge of standard topics in U.S. History and to improve their ability to understand material culture objects as types of historical evidence.
A second goal of the project is to provide smaller museums and historical societies with a model for creating similar materials using their own collections and expertise. Hence, in January 2008, we will offer a downloadable package that will include templates, a database structure, and a guide to creating object lessons using the software. This free package will be available to all interested users and will be composed using open source software.
The September 11 Digital Archive uses electronic media to collect, preserve, and present the history of September 11, 2001, and its aftermath. The Archive contains more than 150,000 digital items, a tally that includes more than 40,000 emails and other electronic communications, more than 40,000 first-hand stories, and more than 15,000 digital images. Browse the collection for stories, images, emails, documents, sounds, and videos of September 11. Users may also contribute their story or upload images, documents, and other digital files to the Archive.
The speech accent archive is established to uniformly exhibit a large set of speech accents from a variety of language backgrounds. Native and non-native speakers of English all read the same English paragraph and are carefully recorded. The archive is constructed as a teaching tool and as a research tool. It is meant to be used by linguists as well as other people who simply wish to listen to and compare the accents of different English speakers. This website allows users to compare the demographic and linguistic backgrounds of the speakers in order to determine which variables are key predictors of each accent. The speech accent archive demonstrates that accents are systematic rather than merely mistaken speech. All of the linguistic analyses of the accents are available for public scrutiny. We welcome comments on the accuracy of our transcriptions and analyses.
Students read and discuss picture book biographies of women [and men] in history. With their teacher, they build a data chart of information about each woman, highlighting her historical setting, accomplishments, and character traits. Finally students apply what they learn to several writing projects focused on historical context and social change. While the focus of biography is on individuals, students will see they did not, and could not, succeed alone but were supported along the way by others.
Women in World History is an online curriculum resource center designed to help high school and college world history teachers and students find and analyze online primary sources on women in world history. Materials encourage teachers to integrate recent scholarship and give students a more sophisticated framework for understanding global women’s history. Women in World History reflects three approaches central to current scholarship in world history and the history of women: an emphasis on comparative issues rather than civilizations in isolation; a focus on contacts among different societies; and an attentiveness to “global” forces, such as technology diffusion, migration, or trade routes, that transcend individual societies. Project materials also utilize recent advances in our understanding of how historical learning takes place, including complex interaction with sources, recursive reading, and skills used by historians.The site includes: Archived online discussions on teaching strategies, resources, and practical classroom applications, co-moderated by an experienced world history teacher and a leading scholar of women in world history; Scholarly reviews of online primary source archives, including teaching potential; More than 200 primary sources, plus an essay on analyzing gender through primary sources; Multimedia case studies model strategies for interpreting primary sources; Curricula for high school and college, including primary sources and teaching strategies.
World History teachers face many challenges to incorporating primary sources in their teaching—the pressures of coverage in survey courses, the lack of available materials, and inadequate training in dealing with unfamiliar sources from a range of cultures. World History Sources responds to these challenges (as well as the new opportunities offered by the Internet) by creating a website to help world history teachers and students locate, analyze, and learn from online primary sources and to further their understanding of the complex nature of world history, especially the issues of cultural contact and globalization. This site includes scholarly reviews of online primary source archives, including teaching potential; Eight guides by leading world history scholars to analyzing primary sources: music, images, objects, maps, newspapers, travel narratives, official documents, and personal accounts; Eight multimedia case studies model strategies for interpreting particular types of primary sources (music, images, objects, maps, newspapers, travel narratives, official documents, personal accounts) and placing them in historical context; Sixteen case studies, written by high school and college teachers, discuss the planning and implementation involved in teaching a particular primary source.