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I've used this during this school year to motivate and inspire my AP students, then I replay it every now and then to bring the motivation back. Kids really like it!!! I even made a bulletin board with the slogan on it and am having kids write on it what they are doing to "cross the line" to make it interactive!

Iniciei um canal de vídeos no youtube. Nesse vídeo eu conto o que me motivou a criar este site e mostro um pouco do seu conteúdo.

"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."

Another site to help students use primary sources. Has some good questions to help students develop their eye for historical detail, motive, perspective, etc.

Of course these comrades have no ulterior motives in providing the material. Of course. DEATH TO THE CAPITALIST PIGS! Of course. Still valuable as a source of historical information though.

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.

This is James Madison telling Thomas Jefferson, and history teachers in the 21st century what went on in the Constitutional Convention. Notice his statement that it was the fear of popularly elected state legislatures that had more to do with the calling of a Constitutional Convention than the failures of the Articles of Confederation. US History Instructional materials teach the opposite