U.S. H-1United States History Standard 1:Foundations of American Political and Social ThoughtStudents analyze the signific...
U.S. H-2United States History Standard 1:Foundations of American Political and Social ThoughtStudents analyze the signific...
U.S. H-3United States History Standard 1:Foundations of American Political and Social ThoughtStudents analyze the signific...
U.S. H-4United States History Standard 2:Students analyze the relationship among the rise of industrialization, large-scal...
U.S. H-5United States History Standard 3:Students analyze the role religion played in the founding of America, its lasting...
U.S. H-6United States History Standard 3:Students analyze the role religion played in the founding of America, its lasting...
U.S. H-7United States History Standard 3:Students analyze the role religion played in the founding of America, its lasting...
U.S. H-8United States History Standard 3:Students analyze the role religion played in the founding of America, its lasting...
U.S. H-9United States History Standard 3:Students analyze the role religion played in the founding of America, its lasting...
U.S. H-10United States History Standard 3:Students analyze the role religion played in the founding of America, its lastin...
U.S. H-11United States History Standard 4:Students trace the rise of the United States to its role as a world power in the...
U.S. H-12United States History Standard 4:Students trace the rise of the United States to its role as a world power in the...
U.S. H-13United States History Standard 4:Students trace the rise of the United States to its role as a world power in the...
U.S. H-14United States History Standard 4:Students trace the rise of the United States to its role as a world power in the...
U.S. H-15United States History Standard 4:Students trace the rise of the United States to its role as a world power in the...
U.S. H-16United States History Standard 4:Students trace the rise of the United States to its role as a world power in the...
U.S. H-17United States History Standard 5:Students analyze the major political, social, economic, technological, and cultu...
U.S.H-18United States History Standard 5:Students analyze the major political, social, economic, technological, and cultur...
U.S.H-19United States History Standard 5:Students analyze the major political, social, economic, technological, and cultur...
U.S.H-20United States History Standard 5:Students analyze the major political, social, economic, technological, and cultur...
U.S. H-21United States History Standard 6:Students analyze the different explanations for the Great Depression and how the...
U.S. H-22United States History Standard 6:Students analyze the different explanations for the Great Depression and how the...
U.S. H-23United States History Standard 6:Students analyze the different explanations for the Great Depression and how the...
U.S. H-24United States History Standard 6:Students analyze the different explanations for the Great Depression and how the...
U.S. H-25United States History Standard 6:Students analyze the different explanations for the Great Depression and how the...
U.S. H-26United States History Standard 7:Students analyze America’s participation in World War II.WEBSITE: http://www.spa...
U.S. H-27United States History Standard 7:Students analyze America’s participation in World War II.WEBSITE: http://connect...
U.S. H-28United States History Standard 7:Students analyze America’s participation in World War II.WEBSITE: http://www.rec...
U.S. H-29United States History Standard 7:Students analyze America’s participation in World War II.WEBSITE: http://america...
U.S. H-30United States History Standard 7:Students analyze America’s participation in World War II.WEBSITE: http://www.ww2...
U.S. H-31United States History Standard 7:Students analyze America’s participation in World War II.WEBSITE: http://chalk.r...
U.S. H-32United States History Standard 7:Students analyze America’s participation in World War II.WEBSITE: http://chalk.r...
U.S. H-33United States History Standard 7:Students analyze America’s participation in World War II.WEBSITE: http://library...
U.S. H-34United States History Standard 8:Students analyze the economic boom and social transformation of post–World War I...
U.S. H-35United States History Standard 8:Students analyze the economic boom and social transformation of post–World War I...
U.S. H-36United States History Standard 8:Students analyze the economic boom and social transformation of post–World War I...
U.S. H-37United States History Standard 8:Students analyze the economic boom and social transformation of post–World War I...
U.S. H-38United States History Standard 9:Students analyze U.S. foreign policy since World War II.WEBSITE: http://www.pbs....
U.S. H-39United States History Standard 9:Students analyze U.S. foreign policy since World War II.WEBSITE: http://intergat...
U.S. H-40United States History Standard 9:Students analyze U.S. foreign policy since World War II.WEBSITE: http://www.trum...
U.S. H-41United States History Standard 9:Students analyze U.S. foreign policy since World War II.WEBSITE: http://www.nasm...
U.S. H- 42United States History Standard 9:Students analyze U.S. foreign policy since World War II.WEBSITE: http://vietnam...
U.S. H- 43United States History Standard 9:Students analyze U.S. foreign policy since World War II.WEBSITE: http://www.pbs...
U.S. H-44United States History Standard 10:Students analyze the development of federal civil rights and voting rights.WEBS...
U.S. H-45United States History Standard 10:Students analyze the development of federal civil rights and voting rights.WEBS...
U.S. H-46United States History Standard 10:Students analyze the development of federal civil rights and voting rights.WEBS...
U.S. H-47United States History Standard 10:Students analyze the development of federal civil rights and voting rights.WEBS...
U.S. H-48United States History Standard 11:Students analyze the major social problems and domestic policy issues in contem...
U.S. H-49United States History Standard 11:Students analyze the major social problems and domestic policy issues in contem...
U.S. H-50United States History Standard 11:Students analyze the major social problems and domestic policy issues in contem...
Upcoming SlideShare
Loading in …5
×

Annotated u.s. history technology resources

1,135 views

Published on

0 Comments
3 Likes
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
1,135
On SlideShare
0
From Embeds
0
Number of Embeds
2
Actions
Shares
0
Downloads
8
Comments
0
Likes
3
Embeds 0
No embeds

No notes for slide

Annotated u.s. history technology resources

  1. 1. U.S. H-1United States History Standard 1:Foundations of American Political and Social ThoughtStudents analyze the significant events surrounding the founding of the nation and itsattempts to realize the philosophy of government described in the Declaration ofIndependence.WEBSITE: http://www.law.ou.edu/hist/ANNOTATION: This site is a repository for historical documents that are easilyaccessed by the user. These key documents represent U.S. political and diplomatichistory from pre-colonial times to the present.WEBPAGE:
  2. 2. U.S. H-2United States History Standard 1:Foundations of American Political and Social ThoughtStudents analyze the significant events surrounding the founding of the nation and itsattempts to realize the philosophy of government described in the Declaration ofIndependence.WEBSITE: http://www.loc.gov/index.htmlANNOTATION: This Library of Congress site is an outstanding for searching primaryand secondary documents, exhibits, map collections, prints and photographs, soundrecordings and motion pictures. The Library of Congress also offers a learning page thatprovides activities, tools, ideas, and features for educators and students.WEBPAGE:
  3. 3. U.S. H-3United States History Standard 1:Foundations of American Political and Social ThoughtStudents analyze the significant events surrounding the founding of the nation and itsattempts to realize the philosophy of government described in the Declaration ofIndependence.WEBSITE: http://dohistory.org/ANNOTATION: Do History is an interactive site that presents students with historicaldocuments and engages them in the art of "doing" history. Based upon the 200 year olddiary of colonial midwife Martha Ballard, Do History includes a searchable copy ofBallards diary and thousands of original documents. Do History was developed and ismaintained by the Film Study Center at Harvard University and is hosted and maintainedby the Center for History and New Media, George Mason University.WEBPAGE:
  4. 4. U.S. H-4United States History Standard 2:Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.WEBSITE: http://www.digitalhistory.uh.edu/ANNOTATION: This site provides an online textbook with primary source material andrecommended lessons. It provides multimedia resources and links for teaching Americanhistory and conducting basic research, while focusing on slavery, ethnic history, privatelife, technological achievement, and American film. It presents more than 600 documentspertaining to American politics, diplomacy, social history, slavery, Mexican Americanhistory, and Native American history. It is a valuable site for high school students andteachers looking for comprehensive guidance from professional historians on the currentstate of debate on many topics in American history.WEBPAGE:
  5. 5. U.S. H-5United States History Standard 3:Students analyze the role religion played in the founding of America, its lasting moral,social, and political impacts, and issues regarding religious liberty.WEBSITE: http://www.firstladies.org/curriculum/curriculum.aspx?Curriculum=974ANNOTATION: This site provides a lesson plan to instruct about the Great Awakening.Web links are given and lesson plans are articulated for easy implementation.WEBPAGE:
  6. 6. U.S. H-6United States History Standard 3:Students analyze the role religion played in the founding of America, its lasting moral,social, and political impacts, and issues regarding religious liberty.WEBSITE: http://www2.vcdh.virginia.edu/teaching/vclassroom/vclasscontents.htmlANNOTATION: This site offers the opportunity for an interactive project. The Valleyof the Shadow depicts two communities, one Northern (Franklin County, Pennsylvania)and one Southern (Augusta County, Virginia), through the experience of the AmericanCivil War. Students explore the conflict via the thousands of sources for the periodbefore, during, and after the Civil War for Augusta County, Virginia, and FranklinCounty, Pennsylvania. They can write their own histories or reconstruct the histories ofothers. The project is intended for secondary schools, community colleges, libraries, anduniversities.WEBPAGE:
  7. 7. U.S. H-7United States History Standard 3:Students analyze the role religion played in the founding of America, its lasting moral,social, and political impacts, and issues regarding religious liberty.WEBSITE: http://www.civil-war.net/ANNOTATION: This site is a very comprehensive collection of the Civil War.Primary source documents, films, photo galleries and a database of links offer excellenttools for research.WEBPAGE:
  8. 8. U.S. H-8United States History Standard 3:Students analyze the role religion played in the founding of America, its lasting moral,social, and political impacts, and issues regarding religious liberty.WEBSITE: http://www.gilderlehrman.org/ANNOTATION:This site is sponsored by the Gilder Lehrman Institute of American History. It offerslessons, quizzes, activities and primary source documents on a variety of topics includingthe reconstruction era.WEBPAGE:
  9. 9. U.S. H-9United States History Standard 3:Students analyze the role religion played in the founding of America, its lasting moral,social, and political impacts, and issues regarding religious liberty.WEBSITE: http://wps.ablongman.com/long_carnes_an_11/0,7137,251530-,00.htmlANNOTATION: This site includes the student resources section of The AmericanNation companion web site and features introductions to chapters, interactive quizzes,flashcards, web links, an American History Glossary, and an American HistoryAppendix.WEBPAGE:
  10. 10. U.S. H-10United States History Standard 3:Students analyze the role religion played in the founding of America, its lasting moral,social, and political impacts, and issues regarding religious liberty.WEBSITE: http://dig.library.vcu.edu/cdm4/index_cook.php?CISOROOT=/cookANNOTATION: This site depicts the African American people at the turn of thenineteenth century. These photos are from the 1860s – 1930’s and exhibit the life ofthese Virginians.WEBPAGE:
  11. 11. U.S. H-11United States History Standard 4:Students trace the rise of the United States to its role as a world power in the twentiethcentury.WEBSITE: http://www.smplanet.com/imperialism/toc.htmlANNOTATION: This web site provides text, photos, links, and video clips aboutAmerican imperialism at the turn of the century. It also includes a critical-thinking lessonplan to help students understand what motivated the United States to adopt expansionismand imperialism in the nineteenth century.WEBPAGE:
  12. 12. U.S. H-12United States History Standard 4:Students trace the rise of the United States to its role as a world power in the twentiethcentury.WEBSITE: http://www.smplanet.com/imperialism/teacher.html#OutlineANNOTATION: This web site "The Age of Imperialism" combines an engagingnarrative with the broad resources available to students on the Internet. A teacher coulduse this chapter in place of a standard textbook treatment of nineteenth-century Americanexpansionism, or you can use it to supplement existing Social Studies materials.WEBPAGE:
  13. 13. U.S. H-13United States History Standard 4:Students trace the rise of the United States to its role as a world power in the twentiethcentury.WEBSITE: http://www.besthistorysites.net/USHistory_Progressivism.shtmlANNOTATION: This Library of Congress web site focuses on immigration. It containsstudent activities, educator guides, photos and links to useful resources. The presentationwas answers these essential questions: "Why did each immigrant group come to theUnited States?" and "How did United States government policies and programs affectimmigration patterns?"WEBPAGE:
  14. 14. U.S. H-14United States History Standard 4:Students trace the rise of the United States to its role as a world power in the twentiethcentury.WEBSITE: http://americanhistory.si.edu/militaryhistory/exhibition/flash.htmlANNOTATION: This Smithsonian website uses Flash video and text to examine armedconflicts involving the U.S. from the Revolutionary War to the war in Iraq. Each conflictcontains a brief video clip, statistical information, and a set of artifacts. The World War Isection contains a short essay on the conflict as well as historic images and artifacts.WEBPAGE:
  15. 15. U.S. H-15United States History Standard 4:Students trace the rise of the United States to its role as a world power in the twentiethcentury.WEBSITE: http://memory.loc.gov/ammem/nfhtml/ANNOTATION: This Library of Congress has sound recordings of speeches byAmerican leaders from 1918 to 1920. The speeches focus on issues and eventssurrounding the First World War and the subsequent presidential election of 1920.It also has artifacts from this period.WEBPAGE:
  16. 16. U.S. H-16United States History Standard 4:Students trace the rise of the United States to its role as a world power in the twentiethcentury.WEBSITE: http://edsitement.neh.gov/lesson-plan/great-war-evaluating-treaty-versaillesANNOTATION: This site has a lesson plan that provides many resources anddocuments. Students are asked to analyze the terms of the Treaty of Versailles and thenanalyze the German response. The lesson plan includes a copy of the treaty and Hitlers1923 response. This is a High school level lesson plan.WEBPAGE:
  17. 17. U.S. H-17United States History Standard 5:Students analyze the major political, social, economic, technological, and culturaldevelopments of the 1920s.WEBSITE: http://ehistory.osu.edu/osu/mmh/clash/default.htmANNOTATION: This site is informative and provides interesting information oncultural tensions between the transition from 1910-1920. It gives images, documents,commentary and photos on prohibition, immigration, the KKK, the New Woman, and theScopes Trial.WEBPAGE:
  18. 18. U.S.H-18United States History Standard 5:Students analyze the major political, social, economic, technological, and culturaldevelopments of the 1920s.WEBSITE: http://lcweb2.loc.gov/ammem/coolhtml/coolhome.htmlANNOTATION: This Library of Congress site features materials from the 1920s thatillustrate the prosperity of the Coolidge era, the nations transition to a mass consumereconomy, and the role of government in this transition.WEBPAGE:
  19. 19. U.S.H-19United States History Standard 5:Students analyze the major political, social, economic, technological, and culturaldevelopments of the 1920s.WEBSITE: http://faculty.pittstate.edu/~knichols/jazzage.htmlANNOTATION: This Library of Congress site features materials from the 1920s thatillustrate the prosperity of the Coolidge era, the nations transition to a mass consumereconomy, and the role of government in this transition.WEBPAGE:
  20. 20. U.S.H-20United States History Standard 5:Students analyze the major political, social, economic, technological, and culturaldevelopments of the 1920s.WEBSITE: http://womhist.alexanderstreet.com/scholars/mainscholars.htmlANNOTATION: This site is a repository for primary source documents, commentariesand abstracts on the history of women in the United States. Suffragists, NativeAmericans and prominent women in the early days of the movement are featured.It includes book, film, and website reviews, notes from the archives, and teaching tools.on the history of women social and political movements.WEBPAGE:
  21. 21. U.S. H-21United States History Standard 6:Students analyze the different explanations for the Great Depression and how the NewDeal fundamentally changed the role of the federal government.WEBSITE: http://www.pbs.org/wgbh/amex/presidents/32_f_roosevelt/ANNOTATION: This site is sponsored by PBS and is an excellent resource for studentsand teachers. It focuses on the FDR era and provides a resource guide with primarysources, audio interviews, television program transcripts, and a teacher’s guide. Specialfeatures include an FDR video biography, and a chance to vote on the issues in 1936.WEBPAGE:
  22. 22. U.S. H-22United States History Standard 6:Students analyze the different explanations for the Great Depression and how the NewDeal fundamentally changed the role of the federal government.WEBSITE: http://newdeal.feri.org/index.htmANNOTATION: This site is sponsored by the Franklin and Eleanor RooseveltFoundation. It is a comprehensive database of materials called the “New Deal Network “.The site features 20,000 items including photographs, speeches, letters, documents, andexercises from the New Deal era.WEBPAGE:
  23. 23. U.S. H-23United States History Standard 6:Students analyze the different explanations for the Great Depression and how the NewDeal fundamentally changed the role of the federal government.WEBSITE: http://www.pbs.org/wgbh/peoplescentury/episodes/breadline/ANNOTATION: This site is explores the massive unemployment in America during theDepression and offers interviews, a timeline, and a teachers guide. This site is sponsoredby PBS and was originally a television special.WEBPAGE:
  24. 24. U.S. H-24United States History Standard 6:Students analyze the different explanations for the Great Depression and how the NewDeal fundamentally changed the role of the federal government.WEBSITE: http://www.pbs.org/wgbh/americanexperience/films/dustbowl/ANNOTATION: This site is examines the region in the Southwest renamed the "DustBowl" because of a catastrophic eight-year drought. It includes a time line, maps,eyewitness accounts, New Deal remedies, people and events from the era, and a teachersguide.WEBPAGE:
  25. 25. U.S. H-25United States History Standard 6:Students analyze the different explanations for the Great Depression and how the NewDeal fundamentally changed the role of the federal government.WEBSITE: http://learning.blogs.nytimes.com/2008/11/17/a-tale-of-two-leaders/ANNOTATION: This site is examines the region in the Southwest renamed the "DustBowl" because of a catastrophic eight-year drought. It includes a time line, maps,eyewitness accounts, New Deal remedies, people and events from the era, and a teachersguide.WEBPAGE: This site is sponsored by the New York Times. This particular lesson planallows students to use resources from The New York Times to compare thecircumstances under which the Great Depression came about to the current economiccrisis.
  26. 26. U.S. H-26United States History Standard 7:Students analyze America’s participation in World War II.WEBSITE: http://www.spartacus.schoolnet.co.uk/2WW.htmANNOTATION: The Second World War is a Spartacus Educational website andenables one to research individual people and events of the war in detail. The sources are"hypertexted" so that the visitor can research the newspaper, organization that producedthe source. There are several subsections including those on: Background to the War;Nazi Germany, Chronology of the War, Political Leaders, European Diplomacy, MajorOffensives, British Military Leaders, USA Military Leaders, German Military Leaders,Japanese Military Leaders, The Armed Forces, The Air War, The Resistance, Scientists& Inventors, War at Sea, Resistance in Nazi Germany, The Holocaust, War Artists,Weapons and New Technology.WEBPAGE:
  27. 27. U.S. H-27United States History Standard 7:Students analyze America’s participation in World War II.WEBSITE: http://connections.smsd.org/veterans/wwii_sites.htmANNOTATION: This site serves as a gateway to World War II sites appropriate forstudents and teachers. Links revolve around the following topics: The Rise of Fascism-Germany, Italy and Japan, Holocaust, Pearl Harbor and Americas Response, D-Day andthe War in the Pacific, The Home Front, Plans for Peace and the Atomic Bomb,Personalities, Literature, Propaganda, Women in the War, and Miscellaneous. The siteleads you to movie clips, virtual tours, stories of the war, biographies, films, photographs,a links, and even a test.WEBPAGE:
  28. 28. U.S. H-28United States History Standard 7:Students analyze America’s participation in World War II.WEBSITE: http://www.recollectionsofwwii.co.uk/ANNOTATION: Recollections of WWII is a directory of oral history collections whichcontain recorded memories of individuals who lived through WWII. The collectionsinclude interviews with servicemen and women from many nations, evacuees andrefugees, people who experienced the home front, and Holocaust survivors. Somecollections offer the opportunity to download transcripts, listen to MP3s, or watch videosinterviews. The site is independent and non-profit and has been created to provide aresource for historians, students and researchers who wish to learn about the war fromthose who experienced it.WEBPAGE:
  29. 29. U.S. H-29United States History Standard 7:Students analyze America’s participation in World War II.WEBSITE: http://americanhistory.si.edu/militaryhistory/ANNOTATION: This Smithsonian website integrates Flash video and text to examinearmed conflicts involving the U.S. from the Revolutionary War to the war in Iraq. Eachconflict contains a brief video clip, statistical information, and a set of artifacts. There isalso a Civil War mystery, an exhibition self-guide, and a teachers guide. The World WarII section contains an introductory movie and short essay on the conflict as well ashistoric images and artifacts.WEBPAGE:
  30. 30. U.S. H-30United States History Standard 7:Students analyze America’s participation in World War II.WEBSITE: http://www.ww2sci-tech.org/lessons/lessons.htmlANNOTATION: This site explores the technology advancements during World War II.The National World War II Memorial has 8000 objects directly related to science andtechnology. This impressive exhibit contains an animated timeline, activities such assending encrypted messages, expert audio responses to science and technology questions,lesson plans, a quiz, introductory essays, and more. The lesson plans include: MoonPhases and Tides in Planning the D-Day Invasion; How Waves Helped Win the War:Radar and Sonar; and Math in WWII Application Questions.WEBPAGE:
  31. 31. U.S. H-31United States History Standard 7:Students analyze America’s participation in World War II.WEBSITE: http://chalk.richmond.edu/education/projects/webquests/wwii/ANNOTATION: This Web Quest simulates the decision-making process that went intoPresident Trumans decision to drop the atomic bomb on Hiroshima. The commentary ofthe decision makers and a lesson plan is included.WEBPAGE:
  32. 32. U.S. H-32United States History Standard 7:Students analyze America’s participation in World War II.WEBSITE: http://chalk.richmond.edu/education/projects/webquests/wwii/ANNOTATION: This site concentrates on Franklin Delano’s decision to instituteJapanese Internment. Lesson plans are included along with audio, video and narrations.This site requires a subscription , but is free to schools and libraries.WEBPAGE:
  33. 33. U.S. H-33United States History Standard 7:Students analyze America’s participation in World War II.WEBSITE: http://library.thinkquest.org/12663/ANNOTATION: This student produced site on the Holocaust has projects, quizzes, andan interactive timeline. Students can contribute art, poetry and essays to a livingmemorial to victims of the Holocaust.WEBPAGE:
  34. 34. U.S. H-34United States History Standard 8:Students analyze the economic boom and social transformation of post–World War II.WEBSITE: http://www.digitalhistory.uh.edu/modules/mex_am/index.cfmANNOTATION: This web site is devoted to the history of Mexican Americanimmigration. It includes the contribution of Mexican Americans through interactiveactivities, web links, primary source documents and biographies. It includes handouts foruse in the classroom. There are not many web sites devoted to this topic and thisparticular site does an excellent job of demonstrating how Mexican Americans helped totransform port-World War II society in the United States.WEBPAGE:
  35. 35. U.S. H-35United States History Standard 8:Students analyze the economic boom and social transformation of post–World War II.WEBSITE: http://www.justicelearning.org/ANNOTATION: This web site includes articles, editorials and oral debates from thecivil rights era. It includes curricular material from The New York Times LearningNetwork for high school teachers and detailed information about how each of theinstitutions of democracy (the courts, the Congress, the presidency, the press and theschools) affect this issue. Lesson plans include: “Race & Education”,”Whitewashing? History: Exploring Topics of Civil Rights from 1948-1964”,”Birmingham Blues: Exploring the History of the American Civil Rights StruggleThrough Poetry”, “Civil Services: Exploring the Lasting Impact of the Civil RightsMovement”, “Learning the Hard Way: Examining School Segregation Around theWorld”, “Revisiting Separate but Equal: Examining School Segregation 45 Years AfterBrown v. Board of Education.”WEBPAGE:
  36. 36. U.S. H-36United States History Standard 8:Students analyze the economic boom and social transformation of post–World War II.WEBSITE: http://lcweb2.loc.gov/ammem/ndlpedu/lessons/98/robinson/intro.htmlANNOTATION: This website sponsored by the Library of Congress has studentsanalyze primary sources from Jackie Robinson and Other Baseball Highlights,1860s-1960s in American Memory. By reading two documents relating to JackieRobinsons breaking of the racial barrier in professional baseball, students will exploreracism in sports. The reading level can accommodate struggling readers.WEBPAGE:
  37. 37. U.S. H-37United States History Standard 8:Students analyze the economic boom and social transformation of post–World War II.WEBSITE: http://www.pbs.org/itvs/fightfields/ANNOTATION: This website sponsored by Public Broadcasting Corporation (PBS)examines the struggle of farm workers. Chavez and the United Farm Workers Movementis presented in both English and Spanish and features audio excerpts from Chavezhimself and an interview with his brother.WEBPAGE:
  38. 38. U.S. H-38United States History Standard 9:Students analyze U.S. foreign policy since World War II.WEBSITE: http://www.pbs.org/wgbh/peoplescentury/episodes/fallout/ANNOTATION: This site by PBS examines the atomic age in the Cold War era. Itincludes PBS episodes, a timeline, a thematic view and a teacher’s guide.WEBPAGE:
  39. 39. U.S. H-39United States History Standard 9:Students analyze U.S. foreign policy since World War II.WEBSITE: http://intergate.cccoe.k12.ca.us/abomb/ANNOTATION: This site was created by former Alhambra High School teacher, DougProuty. The Race to Build the Atomic Bomb provides information on the men who builtthe Atomic Bomb and the urgency and circumstances surrounding its construction.Categories include: Timeline, Competition, Exodus of Scientists, Physics, ThoseResponsible, Research, Lesson Plans, and Resources.WEBPAGE:
  40. 40. U.S. H-40United States History Standard 9:Students analyze U.S. foreign policy since World War II.WEBSITE: http://www.trumanlibrary.org/photos/av-photo.htmANNOTATION: This site is an excellent resource on Truman’s domestic and foreignpolicy. Sample lesson plans can be found in the "Teacher Resource" portion of the"Education" section of the Web site.WEBPAGE:
  41. 41. U.S. H-41United States History Standard 9:Students analyze U.S. foreign policy since World War II.WEBSITE: http://www.nasm.si.edu/exhibitions/gal114/gal114.htmANNOTATION: This site presents the Space Race as a product of the Cold War era. Itis a virtual exhibition and archive sponsored by the National Air and Space Museum.WEBPAGE:
  42. 42. U.S. H- 42United States History Standard 9:Students analyze U.S. foreign policy since World War II.WEBSITE: http://vietnam.vassar.edu/ANNOTATION: This site provides a comprehensive look at the Vietnam War. Primarysource documents, audio and video clips are contained and it is an excellent resource forstudy of this era of United States foreign policy.WEBPAGE:
  43. 43. U.S. H- 43United States History Standard 9:Students analyze U.S. foreign policy since World War II.WEBSITE: http://www.pbs.org/wgbh/amex/vietnam/index.htmlANNOTATION: This site is sponsored by PBS and takes a multi-media look at keyevents and people who were significant in the Vietnam era. This site allows viewing ofVietnam documentaries and other films. A teacher’s guide is included.WEBPAGE:
  44. 44. U.S. H-44United States History Standard 10:Students analyze the development of federal civil rights and voting rights.WEBSITE: http://mlk-kpp01.stanford.edu/index.php/kingpapers/indexANNOTATION: This site is maintained by Stanford University and explores historicalinformation about Dr. King and the social movements in which he participated. It is anexcellent site for research as papers, speeches, sermons, books, scholarly articles, abiography and a chronology are included.WEBPAGE:
  45. 45. U.S. H-45United States History Standard 10:Students analyze the development of federal civil rights and voting rights.WEBSITE: http://www.teachersdomain.org/special/civil/ANNOTATION: This site requires the teacher to sign-up, but it is free and worth theeffort. It features an impressive array of audio, video, and text sources from Frontline andAmerican Experience shows, Eyes on the Prize, and other sources. It also has aninteractive Civil Rights movement timeline and four lesson plans: Campaigns forEconomic Freedom/Re-Examining Brown/Taking a Stand/Understanding WhiteSupremacy.WEBPAGE:
  46. 46. U.S. H-46United States History Standard 10:Students analyze the development of federal civil rights and voting rights.WEBSITE: http://www.smith.edu/libraries/libs/ssc/index.htmlANNOTATION: This site is a repository of the history of women in the United States.The suffragist movement and women’s political issues are features. Current events thataffect women are also contained in this site.WEBPAGE:
  47. 47. U.S. H-47United States History Standard 10:Students analyze the development of federal civil rights and voting rights.WEBSITE: http://www.loc.gov/teachers/classroommaterials/lessons/suffrage/ANNOTATION: This Library of Congress lesson plan utilizes close analysis of threedifferent primary sources (photos, broadsides and period articles) to explore the fight forwomens suffrage in terms of how and why women advocated change. Designed activitiesfocus on what inferences can be made from primary sources and how to evaluate theefficacy of suffragists arguments in the time period they were made.WEBPAGE:
  48. 48. U.S. H-48United States History Standard 11:Students analyze the major social problems and domestic policy issues in contemporaryAmerican society.WEBSITE: http://edtechteacher.org/socialmobility.htmlANNOTATION: This group audio blogging activity calls on students to compare socialmobility and social inequality in America today with the "Gilded Age" of the late 19thcentury. Voice thread is the software application that is used to blog and it costs $70.00if you want to use it other than this activity.WEBPAGE:
  49. 49. U.S. H-49United States History Standard 11:Students analyze the major social problems and domestic policy issues in contemporaryAmerican society.WEBSITE: http://www.cis.org/ANNOTATION: This site is sponsored by the Center for Immigration. It featurescurrent information regarding immigrant population, research on immigration and currentevents and concerns regarding immigrant communities.WEBPAGE:
  50. 50. U.S. H-50United States History Standard 11:Students analyze the major social problems and domestic policy issues in contemporaryAmerican society.WEBSITE: http://www.lessonplanet.com/search?keywords=lessons+on+poverty&media=lessonANNOTATION: This site contains a compilation of teacher created lessons to share onthe war on poverty and other contemporary issues. There are over 200,000 free plans onthis site.WEBPAGE:

×