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To find oral history projects available on the internet, try the following resources:American Slave Narratives (University of Virginia)Conversations with America (Chicago History Museum)Conversations with History (University of California, Berkeley)Go for Broke (National Education Center)Guardians of Freedom (Nieman School)Oral History Collections (US Holocaust Memorial Museum)Oral History Archives (Rutgers University)Mississippi Oral History Project (University of Southern Mississippi)Regarding War (PBS)Shoah Foundation Institute (University of Southern California)Southern Oral History Program (University of North Carolina)Telling Their Stories (Urban School of San Francisco)Tibet Oral History ProjectVeterans History Project (Library of Congress)Veterans Remember D-Day (Encyclopedia Britannica) The Vietnam Center and Archive (Texas Tech University)Voices of the Dust Bowl (Library of Congress)What Did You Do in the War Grandma? (Brown University)The Whole World Was Watching (Brown University)

The University of Cambridge holds a large collection of Sir Isaac Newton's notebooks and papers. Recently, the University of Cambridge announced that they have put scanned copies of those papers online. There are six scanned collections that you can flip through and read online. If you would like transcripts of some of the works, visit the Project Newton website. Applications for EducationThe digitized copies of Newton's works provide students with a great opportunity to dive into the thinking of one of the world's great minds. Newton's "Waste 

We are thrilled that the Riverside School is undertaking this bold new initiative to unite the children of India in giving back to their country. We can't wait to see what the children imagine and do in their communities!" Jim Ratcliffe and Olga Trusova Stanford University Sandy Speicher, IDEO

While reading Professional Learning Communities at Work™, I considerably marked up the margins with check marks and the letter U; the check marks meant "this is so important" and the Us symbolized that the ideas, as I saw them, were important because they were actually universal truths. Concepts like curiosity, practice, cooperation, support, reflection, and growth that first appeared in the introduction said to me that this book provided elements that are ageless and timeless. I knew that what was being explored could be meaningful for anyone, in any circumstance, and in any environment.

On this site, you will find several hundred pages of information describing the flow of history, from the evolutionary processes that formed our bodies, to the forces of globalization that exploded in the 1990s. It is detailed, engaging reading-the result of over 25 years of continuous refinement for actual classroom use. Reading about a period will fill your head with facts and names about your chosen topic like any good history textbook. But you won't remember the important lessons-the ones that history classes exist in order to teach us, so that we don't each have to learn them on our own. Good students studying traditional History texts learn much about the past, but even the best rarely take the lessons of the past with them when they leave class. As a history teacher at University High School in Urbana, Illinois since 1979, I have developed a method for teaching history, using a series of about 200 cross-referenced flowcharts and over 100 powerpoint multimedia lecture outlines to help students see history as a dynamic process of causes and effects, not just a meaningless list of names and dates. With this website you can help bring about a revolution in the History classroom, producing students that deeply understand the past and enjoy learning about it. » printer-friendly version