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The Ad*Access Project, funded by the Duke Endowment "Library 2000" Fund, presents images and database information for over 7,000 advertisements printed in U.S. and Canadian newspapers and magazines between 1911 and 1955.

"The Ad*Access Project, funded by the Duke Endowment "Library 2000" Fund, presents images and database information for over 7,000 advertisements printed in U.S. and Canadian newspapers and magazines between 1911 and 1955."

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press release announcing 'a new JISC-funded website that lets users delve deep into the capital's past, revolutionising our understanding of London's history '

"The Clergy of the Church of England Database 1540-1835 (CCEd), launched in 1999 and funded by the Arts and Humanities Research Council, makes available and searchable the principal records of clerical careers from over 50 archives in England and Wales with the aim of providing coverage of as many clerical lives as possible from the Reformation to the mid-nineteenth century.

Contains a wealth of information on the local level of Church operations in England from the period.

'Funded by the Arts and Humanities Research Council, and combining King's College London's Department of History and Centre for Computing in the Humanities with The National Archives and Canterbury Christ Church University, The Henry III Fine Rolls Project is a unique and pioneering enterprise which democratises the rolls by making them freely available in English translation with a sophisticated electronic search engine, the first medieval source to be treated in this way.'

Fantastic resource. "SEVENTEEN MOMENTS IN SOVIET HISTORY was funded by a generous educational development grant from the National Endowment for Humanities (NEH). The project was directed and created by James von Geldern (Macalester College) and Lewis Siegelbaum (Michigan State University). Since 2007, Kristen Edwards (Menlo College) has collected materials for the website from the Hoover Archives and Stanford Libraries."

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Has articles and some source material links related to World History. The site (run out of University of Illinois, by the looks) has a strong focus on 'big history.' I hadn't encountered this term before; it seems to mean looking at history not through civilisations but rather periods or regions. If that description is wrong and someone could provide more accuracy on 'big history' that would be cool.

Again, the journal is not specifically focused on Big History but on the New World History, but it did have one issue on Big History as its forum: http://worldhistoryconnected.press.illinois.edu/6.3/ More links than you probably want here about Big History: http://worldhistoryconnected.press.illinois.edu/6.3/maunu2.html This month's forum is on Latin America. Other forums range the gamut of world history.

Thanks very much Jeremy. I'll check it out!

The Smithsonian's National Museum of American History, National September 11 Memorial & Museum, Pentagon Memorial Fund, and the Flight 93 National Memorial offer a free online conference, September 11: Teaching Contemporary History, for K-12 teachers. Designed to provide educators with resources and strategies for discussing the September 11 attacks at the 10th anniversary, the conference will include roundtable discussions with content experts and six workshop sessions. These sessions and the conference website highlight resources available at each organization, provide background information on September 11, and encourage conversations on how to document, preserve, and interpret recent history and current events.

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.

An archive of primary sources from the c15th to the late c19th maintained by professors from significant universities in Europe and funded by the UK Arts & Humanities Research Council. Easily searchable.