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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

Certain payday loans for teachers are available through online medium without any additional processing charges against borrowed amount. A borrower can make a decision one of the forms according to his/her necessities during emergency time.

These are really useful - I use The "End" of Reconstruction in class because Prof. Blight lectures effectively on topics such as the 14th and 15th amendment, Frederick Douglass, precedent setting SC decisions such as Slaughterhouse & Cruikshank. Blight uses some humor and is a phenomenal storyteller who effectively links past to present.

Test your legal and historical know-how in this quiz of Supreme COurt decisions and constitutional controversies.

The political cartoons in this exhibit, drawn by renowned cartoonist Clifford K. Berryman, illustrate the campaign process from the candidate's decision to run for office to the ultimate outcome of the election. Although many political procedures have changed, these cartoons show that the political process has remained remarkably consistent; Berryman's cartoons from the early 20th century remain relevant today. Most of these cartoons appeared on the front page of Washington newspapers from 1898 through 1948. They are part of a collection of nearly 2,400 pen-and-ink drawings by Berryman.

This game created with UNICEF has students in a simulated version living the life of impoverished people. They must make decisions and see if they can survivie and do better. I played it and REALLY like what it make you think about...tough decisions, but realistic. Would be GREAT wehn teaching about 21st or 20th century issues globally!!!

In Who Abolished Slavery? Slave Revolts and Abolitionism, the historian of Portuguese abolition, João Pedro Marques, argues against what he describes as two misinterpretations. For Marques, these were: "first, that revolts were always ways of fighting slavery; and secondly, that the decision to end the system of slavery in most Western nations was for the most part the outcome of such revolts."(p. 5) Marques disagrees with both of these views and maintains that it is not possible to establish a correlation between slave uprisings and the acts of emancipation in the West.

Kim and Sal talk about increased tensions between slave and free states as new territory is added after Mexican-American War and from Compromise of 1850 (especially the Fugitive Slave Act).

A collection of primary source materials on some of the key decisions of the C20th & C21st. Also contains information on voting records and also humanitarian records.

Spearhead by former Supreme Court Justice Sandra Day O'Connor, Our Courts is a web-based education project designed to reinvigorate civics learning inside and outside the classroom. "Do I Have a Right" and "Supreme Decision" (the first games on the site released in fall 2009) are geared for middle school students.

Mainly focussed on legal issues surrounding civil rights however it seems to have some information on historic civil rights decisions.

Has detailed records of US Supreme Court decisions since 1950.

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.