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By using TPS Direct PD activities, educators learn how to bring primary sources into the classroom and help students think critically, construct knowledge, and develop the information fluency necessary for success in the 21st century.

This site is run by George Something University and has material on four key events from American history, all designed to develop 'historical thinking". They have primary sources in there which I would steal and use for other purposes, but that's just me.

Welcome to Historical Thinking Matters, a website focused on key topics in U.S. history, that is designed to teach students how to critically read primary sources and how to critique and construct historical narratives. Read how to use this site.

In the town of Rochefort, south west of France, a team of passionated people have undertaken a tremendous challenge The reconstruction of the Hermione, the ship on which La Fayette embarked in 1780, to bring help and support to the American insurgents. Since its beginning, the construction site is a true living show place, open yearly to visitors. Once the Hermione is fully completed, it is planned to sail again on La Fayette's journey, from Rochefort to Boston, via the Franco-American historical stops along the eastern coast « The Lafayette trip »

From its construction in 1792, until the 1902 renovation that shaped the modern identity and functions of the interior of the White House, the fourteen paintings of this series examine the history of a national icon. Through meticulous research and tireless attention to detail, numerous sources inspired the brush of Peter Waddell to create a vision of the White House as it was, and to gain an appreciation of the nineteenth-century house and the men and women who lived and worked within its walls.

Companion website to a National Geographic special that explored subterranean NYC. Interesting, particularly in light of the current construction of the 2nd Ave. subway.

This activity is targeted to the critical analysis and construction of understanding of war poetry.  The tasks involve developing an understanding of the effects that warfare has on the individual soldier as a snapshot of the battle experience that most men experienced during the brutal trench war conflicts of the first world war.

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

Here is a page from my wiki for history teachers with resources for teaching fake and false news.

A project of the Smithsonian's National Museum of American History, OurStory is designed to help children and adults enjoy exploring history together through children's literature, everyday objects, and hands-on activities.

I manage the online outreach programs at NMAH. I'd love to hear from anyone who is using OurStory or our teacher site Smithsonian's History explorer. We're getting ready to do some site updates and would appreciate good constructive feedback.

I'm still looking for quality source sites relating to indigenous history and although this site is still under construction it looks like it will be a valuable contribution. Blessed be Paul Halsall and his History Sourcebooks project, the bane of textbook tyranny everywhere!

VERY COOL video - one of my students actually shared it with me! I plan to use this with my AP Human Geography students! In my case I may use it as an opener to the class as to what types of things we will cover and the connectedness of everything. Also great for Industrialization, Globalization, etc!

I would like to encourage you to view or research some critiques of this material. After I viewed your post, I did some research and it looks like there is good criticism out there of this video that it portrays a one sided argument. I don't believe the video is wholly inaccurate. However, the video does present information that is easily questionable due to inaccurate and impartial interpretations. Part of our duty as great teachers it to present all facts and allow young citizens to use their own questioning to make informed decisions.

I don't disagree with you. You don't have to 'encourage me to research critiques'. Maybe I should have written more when I posted it, but I was in a rush and just bookmarked it typed quick comments. I actually had seen the critiques. However, the way in which it is made, and things included are great for use as discussion starters and prompts for fact finding. I didn't include my lesson plan or the way I personally plan to use it, as I felt that was not relevant. I think each person can decide on their own how to use it. I agree great teachers do have a job to teach studnets to critically question and analyze - something I do all the time with my students. It helps when there is compelling items like this video to garner their interest. One of the things my students look at during our time together is motivation, and bias. So when I show it, my students will also be looking at who funded the video, and follow that trail back to look at biases that the group/companies involved might have. Also, with the different portions, as you mention, it is one sided in areas, so again, part of my personal lesson plan with this is that as we reach various portions of class that correlate with the video, my studnets will be viewing that portion and doing their own addition of the other side of the story. And I use a strategy called "philosophical chairs" and portions of this video along iwth well constructed starter questions are great for utilization in that situation.