This 18-minute video lesson gives a basic overview of U.S. history from Jamestown to the Civil War. [History playlist: Lesson 1 of 26]
This 14-minute video lesson gives a basic overview of U.S. history from reconstruction to the Great Depression. [History playlist: Lesson 3 of 26]
This 15-minute video lesson gives a basic overview of U.S. history from World War II to the Vietnam War. It briefly looks at Hitler, the Cold War, the Bay of Pigs, the Cuban Missile Crisis, and the Space Race. [History playlist: Lesson 4 of 26]
This 18-minute video lesson provides an overview of the Vietnam War. [History playlist: Lesson 9 of 26]
This textbook examines U.S. History from before European Contact through Reconstruction, while focusing on the people and their history. Prior to its publication, History in the Making underwent a rigorous double blind peer review, a process that involved over thirty scholars who reviewed the materially carefully, objectively, and candidly in order to ensure not only its scholarly integrity but also its high standard of quality. This book provides a strong emphasis on critical thinking about US History by providing several key features in each chapter. Learning Objectives at the beginning of each chapter help students to understand what they will learn in each chapter. Before You Move On sections at the end of each main section are designed to encourage students to reflect on important concepts and test their knowledge as they read. In addition, each chapter includes Critical Thinking Exercises that ask the student to deeply explore chapter content, Key Terms, and a Chronology of events.
This textbook examines U.S. History from before European Contact through Reconstruction, while focusing on the people and their history. Prior to its publication, History in the Making underwent a rigorous double blind peer review, a process that involved over thirty scholars who reviewed the materially carefully, objectively, and candidly in order to ensure not only its scholarly integrity but also its high standard of quality. This book provides a strong emphasis on critical thinking about US History by providing several key features in each chapter. Learning Objectives at the beginning of each chapter help students to understand what they will learn in each chapter. Before You Move On sections at the end of each main section are designed to encourage students to reflect on important concepts and test their knowledge as they read. In addition, each chapter includes Critical Thinking Exercises that ask the student to deeply explore chapter content, Key Terms, and a Chronology of events.
This course examines the history of MIT through the lens of the broader history of science and technology, and vice versa. The course covers the founding of MIT in 1861 and goes through the present, including such topics as William Barton Rogers, educational philosophy, biographies of MIT students and professors, intellectual and organizational development, the role of science, changing laboratories and practices, and MIT's relationship with Boston, the federal government, and industry. Assignments include short papers, presentations, and final paper. A number of classes are concurrent with the MIT150 Symposia.
Elwyn Robinson's sweeping History of North Dakota has become a classic in American state histories. One of the state's great professors and historians takes into account not only politics, but sociology, economics, ethnology, theology, nature studies and geography to describe North Dakota to the world and to itself.
Geography, in particular, formed the basis of Professor Robinson's historical interpretation. His 'too-much mistake,' the belief that North Dakota built too much, too fast, in an isolated area buffeted by difficult climate, has become the guiding principle for a quarter century of historical debate on Dakota plains history.
This course offers an introduction to the history and historiography of science from ancient Greece to the present. It is designed to serve as an introduction for those who have no prior background in the field and to deepen the knowledge of those who already do. We will consider how the history of science has responded to its encounters with philosophy, sociology, economics, and anthropology. Our readings and discussions will focus on determining what makes particular works effective, understanding major contemporary trends and debates in the history of science, and establishing resources for further research.
Short Description:
Learn what it means to think like an historian! Units on “Thinking Historically,” “Reading Historically,” “Researching Historically,” and “Writing Historically” describe the essential skills of the discipline of history. “Performing Historically” offers advice on presenting research findings and describes some careers open to those with an academic training in history.
Long Description:
A guide to the historical profession appropriate for use in an undergraduate Historical Methods course. The goal for this book is that those who read it will learn how to do well in history courses by developing the ability to read, research, and write according to the standards established in our discipline. Becoming familiar with how historians customarily approach questions about the past–as well as learning to how to read critically, research efficiently, build strong arguments based on evidence, and write with clarity–are the lessons that will give history students not only a leg-up in their history courses, but provide important, marketable skills useful in other courses and in many careers (some of which are highlighted within the text). The main lesson gained from reading this book is that within the professional discipline of history there are standards for research and writing about the past.
Word Count: 64491
ISBN: 978-1-64816-006-6
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
How do historians analyze sources from the past? KA's historian Kim Kutz Elliott and grammarian David Rheinstrom continue their conversation about how to interpret Roosevelt's First Inaugural Address.
What's the difference between a primary source and a secondary source? KA's historian Kim Kutz Elliott and grammarian David Rheinstrom discuss reading sources by examining Franklin Delano Roosevelt's First Inaugural Address.
This video examines John Brown's raid on Harpers Ferry and the consequences of this action. When watching the video, consider why did John Brown organize a raid on Harpers Ferry? Why did Brown fail to accomplish his immediate objective? How and why was John Brown's hanging turned into a major event? Was he crazy? Was he a traitor? Was he a martyr? What did the South think of his exploits?
American cities grew rapidly during the Gilded Age. What brought people to the cities and what were their experiences like? In this video, Kim explores continuity and change in migration patterns from 1865-1898.
Short Description:
This textbook supports the Impact of Materials on Society course and teaching materials, developed with the Materials Research Society. The textbook offers an exploration into materials (including ceramics, clay, concrete, glass, metals, and polymers) and the relationship with technologies and social structures. The textbook was developed by an interdisciplinary team from Engineering and Liberal Arts and Sciences, including anthropologists, sociologists, historians, media studies experts, Classicists, and more.
Long Description:
This textbook supports the Impact of Materials on Society course and teaching materials, developed with the Materials Research Society. The textbook, which is freely available online (https://ufl.pb.unizin.org/imos/) and for purchase in print-on-demand format, offers an exploration into materials and the relationship with technologies and social structures. The textbook was developed by an interdisciplinary team from Engineering and Liberal Arts and Sciences, including anthropologists, sociologists, historians, media studies experts, Classicists, and more. Chapters include coverage of clay, ceramics, concrete, copper and bronze, gold and silver, steel, aluminum, polymers, and writing materials. Supplemental materials, including lecture slides, assignments, and exams, may be accessed in a companion volume: https://ufl.pb.unizin.org/imosinstructorguide/.
Word Count: 69304
ISBN: 978-1-944455-24-8
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
The blog post series Important Events in the History of Digital Higher Education was originally published on the website of the Digital Higher Education Consortium of Texas (DigiTex) and has now been compiled into a booklet for ease of use. In this series, you will find articles covering five pivotal moments in the history of digital higher education including the first "online" learning program at the Western Behavioral Sciences Institute, the Andrew Project at Carnegie Mellon University, Project Athena at Massachusetts Institute of Technology, Glenn Jones' Mind Extension University, and CALCampus, one of the first resources for online synchronous learning.
"A compromise is a little something to make both sides angry." 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).
Declaring Equality focuses on Thomas Jefferson drafting the Declaration of Independence by and on the philosophical and political foundations of equality in that document. When watching the video, consider why was Thomas Jefferson chosen to be the primary author of the Declaration of Independence? Where did his ideas come from? What was the purpose of the Declaration in 1776? What is the basic political philosophy expressed in the Declaration?
As scholar Richard Ellis observes in the video, historians have difficulty coming to terms with Andrew Jackson. On one hand, his appeal attracted a wide following among his constituents. On the other hand, the narrowness of his appeal meant that only white men had a direct role in the democratic process.
What was the Gilded Age? Kim and David discuss the vast wealth and crushing poverty that characterized the era.