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"The New Laws of the Indies, 1542 The Laws and ordinances newly made by His Majesty for the government of the Indies and good treatment and preservation of the Indians created a set of pro-Indian laws - so pro-Indian that they some had to be revoked in Mexico and in Peru due to settler opposition. where the viceroy was killed when he attempted to enforce them. The conflict was between "feudalists" who favored the encomienda system because it maintained society as in the Old World, and the more centralizing "regalists" who wanted to preserve royal power in Spain;s new Empire. Eventually the encomienda was allowed to continue. Charles by the divine clemency Emperor ever august, King of Germany. . . . To the Most Illustrious Prince Don Philip our very dear and very beloved grandson and son, and to the Infantes our grandsons and sons, and to the President, and those of our Council of the Indies, and to our Viceroys, Presidents and Auditors of our Audiencias and royal Chanceries of our said Indies, Islands and Continent of the Ocean Sea; to our Governors, Alcaldes mayores and our other Authorities thereof, and to all the Councils, magistrates, regidores, knights, esquires, officers, and commoners of all the cities, towns, and villages of our said Indies, Islands, and Tierra-firme of the Ocean Sea, discovered and to be discovered; and to any other persons, captains, discoverers, settlers, and inhabitants dwelling in and being natives thereof, of whatever state, quality, condition and pre-eminence they may be. . . . Know ye, That having for many years had will and intention as leisure to occupy ourselves with the affairs of the Indies, on account of their great importance, as well in that touching the service of God our Lord and increase of his holy Catholic faith, as in the preservation of the natives of those parts, and the good government and preservation of their persons; and although we have endeavoured

Youtube Playlist The Civil War and Reconstruction - 1850 -1861 Discover how the issue of slavery came to dominate American politics, and how political leaders struggled and failed to resolve the growing crisis in the nation. A House Divided: The Road to Civil War, 1850-1861 is a course that begins by examining how generations of historians have explained the crisis of the Union. After discussing the institution of slavery and its central role in the southern and national economies, it turns to an account of the political and social history of the 1850s. It traces how the issue of the expansion of slavery came to dominate national politics, and how political leaders struggled, unsuccessfully, to resolve the growing crisis. We will examine the impact of key events such as Bleeding Kansas, the Dred Scott decision, the Lincoln-Douglas debates, and John Brown's raid on Harpers Ferry, and end with the dissolution of the Union in the winter of 1860-61. This course is part of the series, The Civil War and Reconstruction, which introduces students to the most pivotal era in American history. The Civil War transformed the nation by eliminating the threat of secession and destroying the institution of slavery. It raised questions that remain central to our understanding of ourselves as a people and a nation - the balance of power between local and national authority, the boundaries of citizenship, and the meanings of freedom and equality. The series will examine the causes of the war, the road to secession, the conduct of the Civil War, the coming of emancipation, and the struggle after the war to breathe meaning into the promise of freedom for four million emancipated slaves. One theme throughout the series is what might be called the politics of history - how the world in which a historian lives affects his or her view of the past, and how historical interpretations reinforce or challenge the social order of the present. Eric Foner, DeWitt Clinton Professor o

Youtube Playlist Learn about the political, social, and economic changes in the Union and the Confederacy and the Civil War's long-term economic and intellectual impact. In The Unfinished Revolution: Reconstruction and After, 1865-1890, Professor Eric Foner examines the pivotal but misunderstood era of Reconstruction that followed the Civil War, the first effort in American history to construct an interracial democracy. Beginning with a discussion of the dramatic change in historians' interpretations of the period in the last two generations, Foner goes on to discuss how Reconstruction turned on issues of continued relevance today. Among these are: who is an American citizen and what are citizens' rights; what is the relationship between political and economic freedom; which has the primary responsibility for protecting Americans' rights - the federal or state governments; and how should public authorities respond to episodes of terrorism? The course explores the rewriting of the laws and Constitution to incorporate the principle of equality regardless of race; the accomplishments and failings of Reconstruction governments in the South; the reasons for violent opposition in the South and for the northern retreat from Reconstruction; and the consolidation at the end of the 19th century of a new system of white supremacy. This course is part of the series, The Civil War and Reconstruction, which introduces students to the most pivotal era in American history. The Civil War transformed the nation by eliminating the threat of secession and destroying the institution of slavery. It raised questions that remain central to our understanding of ourselves as a people and a nation - the balance of power between local and national authority, the boundaries of citizenship, and the meanings of freedom and equality. The series will examine the causes of the war, the road to secession, the conduct of the Civil War, the coming of emancipation, and the struggle after the wa

"A Aztec Account of the Conquest of Mexico In 1519 Hernan Cortés sailed from Cuba, landed in Mexico and made his way to the Aztec capital. Miguel Leon­Portilla, a Mexican anthropologist, gathered accounts by the Aztecs, some of which were written shortly after the conquest. Speeches of Motecuhzoma and Cortés When Motecuhzoma [Montezuma] had given necklaces to each one, Cortés asked him: "Are you Motecuhzoma? Are you the king? Is it true that you are the king Motecuhzoma?" And the king said: "Yes, I am Motecuhzoma." Then he stood up to welcome Cortés; he came forward, bowed his head low and addressed him in these words: "Our lord, you are weary. The journey has tired you, but now you have arrived on the earth. You have come to your city, Mexico. You have come here to sit on your throne, to sit under its canopy. "The kings who have gone before, your representatives, guarded it and preserved it for your coming. The kings Itzcoatl, Motecuhzoma the Elder, Axayacatl, Tizoc and Ahuitzol ruled for you in the City of Mexico. The people were protected by their swords and sheltered by their shields. "Do the kings know the destiny of those they left behind, their posterity? If only they are watching! If only they can see what I see! "No, it is not a dream. I am not walking in my sleep. I am not seeing you in my dreams.... I have seen you at last! I have met you face to face! I was in agony for five days, for ten days, with my eyes fixed on the Region of the Mystery. And now you have come out of the clouds and mists to sit on your throne again. "This was foretold by the kings who governed your city, and now it has taken place. You have come back to us; you have come down from the sky. Rest now, and take possession of your royal houses. Welcome to your land, my lords! " When Motecuhzoma had finished, La Malinche translated his address into Spanish so that the Captain could understand it. Cortés replied in his str

Youtube Playlist Learn about the political, social, and economic changes in the Union and the Confederacy and the Civil War's long-term economic and intellectual impact. A New Birth of Freedom: The Civil War, 1861-1865 narrates the history of the American Civil War. While the course examines individual engagements and the overall nature of the military conflict, the focus is less on the battlefield than on political, social, and economic change in the Union and the Confederacy. Central to the account are the road to emancipation, the role of black soldiers, the nature of Abraham Lincoln's wartime leadership, internal dissent in both the North and South, the changing position of women in both societies, and the war's long-term economic and intellectual impact. We end with a look at the beginnings of Reconstruction during the conflict. This course is part of the series, The Civil War and Reconstruction, which introduces students to the most pivotal era in American history. The Civil War transformed the nation by eliminating the threat of secession and destroying the institution of slavery. It raised questions that remain central to our understanding of ourselves as a people and a nation - the balance of power between local and national authority, the boundaries of citizenship, and the meanings of freedom and equality. The series will examine the causes of the war, the road to secession, the conduct of the Civil War, the coming of emancipation, and the struggle after the war to breathe meaning into the promise of freedom for four million emancipated slaves. One theme throughout the series is what might be called the politics of history - how the world in which a historian lives affects his or her view of the past, and how historical interpretations reinforce or challenge the social order of the present. See other courses in this series: The Civil War and Reconstruction - 1850-1861 The Civil War and Reconstruction - 1865-1890 "The Civil War and Recons

The final videos can all be found here.  I hesitate to embed any in the post because I know I would be prone to pick the "best" one.  Please click on the link and randomly select one to watch! There are two pages of videos-and hey-leave a comment or a thumbs up!  I have to say, that after watching the kids make these, the final products just don't reflect the amount of work that is needed.  What I mean is that you shouldn't watch them and say "My kids could do that in a couple of days."  It took 360 minutes of class time to produce those 1-2 minute videos!! One thing I wished we had done is to write transitions so that the different videos linked together better.  I inadvertently led them to make videos on topics that come across as standing alone in time instead of being influenced and apart of other events and movements. Other good resources: Art Titzel Eric Langhorst John Fladd Karen McMillan Greg Kulowiec Mr. Canton Mr. Fogel Mr. Canton Authors write for different purposes.* The writing process is consistent across disciplines.* Technology is a tool for collecting, organizing, creating, and presenting informatio Tags: 6 COMMENTS SO FAR ↓ aimee // Dec 27, 2010 at 8:56 pm These videos really are terrific! I was able to pop in briefly and watch them being created (on Ustream)- such an amazing process! They are so deceptively simple and enchanting, yet require a myriad of skills. Well done! And, I've learned so much Reply Tweets that mention New Post: Key words=Common Craft, Videos, Social Studies, Middle School, 19th Century History, Fu... by -- Topsy.com // Dec 27, 2010 at 10:59 pm [...] This post was mentioned on Twitter by mrsdi, Edtech Feeds. Edtech Feeds said: New Post: Key words=Common Craft, Videos, Social Studies, Middle School, 19th Century History, Fu… http://bit.ly/g9YyDH by @paulbogush [...] Reply Sally // Dec 28, 2010 at 10:39 am This is great! When we get back to school the students are finishing up t

Discussing the Divine Comedy with Dante. Wow!!

See previous post for advice. This is how I set it up the first two years without specific WHAP content or themes: The rules: You will imagine that each of the historical actors above has access to twitter, the expanded edition, to communicate to the other guests present. You will choose up to four (at least three) of them to role play in the "Twittering Masses" role play. As your historical person, during the Twittering Masses role play you will write, "tweet," at least four other persons. Two of the people should be in close proximity to you based on the painting above. Another tweet should go to the person you feel closest to (not by proximity) at the party - this could be based on ideology (MLK Jr. and Gandhi), background (Tagore and Gandhi), lifestyle (Gandhi and Mother Theresa), etc. Explain in your tweet why you are writing them. The other tweet should go to the person you see as most opposed, or farthest from you - Gandhi and Hitler or Gandhi and Gates or Gandhi and Churchill - in this tweet you should either try to bridge the gap between your differences or explain why the person is wrong in their beliefs. If you have only three guests - you will need to make 5 initial tweets. You will respond to each initial tweet. Then who knows . . . All tweets should have some connection to WHAP content or themes. You may want to comment on the surroundings or other guests . . .

I would love comments as to the posts above. Something similar I do is written up here: http://worldhistoryconnected.press.illinois.edu/7.3/gregg.html

"Millions of Americans fought and died during the Civil War, and the legacy of the Civil War remains in the poetry and music left behind. Music was used extensively during the Civil War as a means of inspiring loyalty among the troops, and as a source of inspiration and motivation during marching. Poetry was written to encourage unity, to document the experiences of soldiers, and to share women's place in the war. Bands on both sides would frequently borrow songs and lyrics from the other side, using them as parodies. One such tune was "Dixie", though the song was created some period of time before the Civil War, it gained in popularity during this time. "Dixie" originally tells the story of a freed black slave yearning to return home to the simple life of the plantation, both the North and South however, created their own wartime versions. "The Battle Cry of Freedom" and "Home Sweet Home" also featured both Union and Confederate versions. "The Battle Hymn of the Republic" and "The Southern Cross," were poems that were later set to music."

* Lawrence Royal & Cabinet Collections The Lawrence Collection consists of 40,000 glass plate negatives from 1870-1914. The images were produced commercially and capture topographical scenes of that period throughout Ireland. The entire Lawrence Royal collection (10,784 plates) and part of the Lawrence Cabinet collection (2,040 plates) are available here to view online. * Poole Whole Plate Collection The Poole collection comprises 65,000 glass plate negatives and was created by the family firm of A.H. Poole in Waterford between 1884-1954. The majority of images in the collection are studio portraits but the Poole Whole Plate subset which consists of 5,119 images, reflects the diversity of the collection with studio portraits, social and political events and also images of architecture and industry in the south east of Ireland. * Independent H Collection The Independent Newspaper collection of some 300,000 images, is made up of glass plates, plastic negatives and a small number of prints. The Independent H collection is a subset of the collection and contains 3,250 glass plates negatives dating from 1912-1936. It provides a record of many aspects of 20th century Irish life, and is particularly strong in the coverage of politics and sport in Ireland.

A wide collection of images and documents (mainly newspapers, I think) on Irish life in the C19th and C20th.

"This material covers the historical background of the Korean War, including the division of Korea at the 38th Parallel between US and Soviet occupation forces; reparations reports involving Korea and economic surveys of Korea following World War II; the United Nations Korean Commission and Reconstruction Agency; Office of Strategic Srevices [OSS] reports on Korea; and relations with Republic of Korea (ROK) President Syngman Rhee. This background material also includes the Wedemeyer Report on China and Korea in 1947. The material on the Korean War itself includes a chronology of events relating to the war in the papers of George M. Elsey; selected documents copied from State and Defense Department records relating to the Korean War; and materials from the files of the National Security Council [NSC] and the Psychological Strategy Board [PSB]. The Korean War material also includes information about General of the Army Douglas MacArthur and his dismissal as Supreme Commander Allied Powers; Commander in Chief, United Nations Command; Commander in Chief, Far East; and Commanding General, U.S Army, Far East."

thought-provoking