People+in+Societies

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=Interaction= 1. Trace the development of religious diversity in the colonies, and analyze how the concept of religious freedom has evolved in the United States. http://memory.loc.gov/ammem/lhtnhtml/lhtnhome.html This is a great collection of primary source documents from American Memory at the Library of Congress. This site has "253 published narratives by Americans and foreign visitors recounting their travels in the colonies and the United States and their observations and opinions about American peoples, places, and society from about 1750 to 1920. Also included is the thirty-two-volume set of manuscript sources entitled Early Western Travels, 1748-1846" Be sure to see the "Collection Connections" for ideas on how to use these resources in your class.
 * American Notes: Travels in America, 1750-1920 **

2. Describe and explain the social, economic and political effects of: a. Stereotyping and prejudice; b. Racism and discrimination; c. Institutionalized racism and institutionalized discrimination. 3. Analyze how contact between white settlers and American Indians resulted in treaties, land acquisition and Indian removal. http://www.calisphere.universityofcalifornia.edu/themed_collections/subtopic2c.html This is a great collection of primary source documents from Calisphere at the University of California. "The images in this topic reflect the dissolution of tribal structure that occurred over the course of the 19th century. As traditional Native American lands disappeared or were taken away, many aspects of their daily lives changed, including housing, clothing, food sources, livelihood, and religion." **The Jamestown Online Adventure ** http://www.historyglobe.com/jamestown/ In this interactive online game "You are the Captain of the Jamestown Colony. Can you do any better than the real colonists? You will have a copy of the London Company's Instructions to help guide you. Also, you can ask your fellow colonists and the Native Americans for advice. Be careful, though, because some advice is better than others! After you make all your decisions, you will receive a report on the state of your colony. Also, you will get to compare your colony to the historical Jamestown at the end." **Anglo-Apache Conflicts ** http://www.historyglobe.com/apache/mainframe.htm "This website provides an interactive map, summaries, biographies, and primary documents about major conflicts" between settlers and the Apache nation between 1861 and 1886 in the area in and around Arizona.
 * 1870-1900: Closing of the Frontier - Native American Assimilation **

4. Analyze the economic, geographic, religious and political factors that contributed to: a. The enslavement of Africans in North America; b. Resistance to slavery. http://www.pbs.org/wgbh/aia/home.html America's journey through slavery is presented in four parts. For each era, you'll find a historical Narrative, a Resource Bank of images, documents, stories, biographies, and commentaries, and a Teacher's Guide for using the content of the Web site in U.S. history courses. **Understanding Slavery ** http://school.discovery.com/schooladventures/slavery/index.html <span style="font-family: Arial,Helvetica">This web site has lots of great info on slavery including a comparison of slavery around the world, a personal account of a slave's life through his own writings, teaching suggestions, additional resources, and a reenactment of a slave auction with detailed info on the views held by different members of society.
 * <span style="font-family: Arial,Helvetica">Africans in America **

5. Describe the historical limitations on participation of women in U.S. society and their efforts to gain equal rights. <span style="font-family: Arial,Helvetica">http://worlddmc.ohiolink.edu/OMP/Subject?subject=women <span style="font-family: Arial,Helvetica">This site uses pages of information, pictures, and primary sources to explain the struggles, accomplishments, and daily life of Ohio women and their influence both locally and nationally. **<span style="font-family: Arial,Helvetica">Votes for Women - National American Woman Suffrage Association Collection ** <span style="font-family: Arial,Helvetica">http://memory.loc.gov/ammem/naw/nawshome.html <span style="font-family: Arial,Helvetica">This is a great collection of primary source documents from American Memory at the Library of Congress. "The NAWSA Collection consists of 167 books, pamphlets and other artifacts documenting the suffrage campaign ... The collection includes works from the libraries of other members and officers of the organization including: Elizabeth Cady Stanton, Susan B. Anthony, Lucy Stone, Alice Stone Blackwell, Julia Ward Howe, Elizabeth Smith Miller, Mary A. Livermore." Be sure to see the "Collection Connections" for ideas on how to use these resources in your class. **<span style="font-family: Arial,Helvetica">Votes for Women - Suffrage Pictures - 1850-1920 ** <span style="font-family: Arial,Helvetica">http://memory.loc.gov/ammem/vfwhtml/vfwhome.html <span style="font-family: Arial,Helvetica">This is a great collection of primary source documents from American Memory at the Library of Congress. "Featured are photographs of suffrage parades, picketing suffragists, and an anti-suffrage display, as well as cartoons commenting on the movement--all evoking the visible and visual way in which the debate over women's suffrage was carried out." Be sure to see the "Collection Connections" for ideas on how to use these resources in your class. **<span style="font-family: Arial,Helvetica">Women of Protest: Photographs from the Records of the National Woman's Party ** <span style="font-family: Arial,Helvetica">http://memory.loc.gov/ammem/collections/suffrage/nwp/ <span style="font-family: Arial,Helvetica">This is a great collection of primary source documents, photos, timelines, and essays from American Memory at the Library of Congress. Included is "a selection of 448 photographs depicting people and events associated with the militant wing of the American women’s suffrage movement. The images span from about 1875 to 1938 but largely date between 1913 and 1922, during and immediately after the suffrage campaign." Be sure to see the "Collection Connections" for ideas on how to use these resources in your class. **<span style="font-family: Arial,Helvetica">Miller NAWSA Suffrage Scrapbooks, 1897-1911 ** <span style="font-family: Arial,Helvetica">http://memory.loc.gov/ammem/collections/suffrage/millerscrapbooks/ <span style="font-family: Arial,Helvetica">This is a great collection of primary source documents, essays, and familty trees from American Memory at the Library of Congress. Included are "seven large scrapbooks with convention programs, letters, press clippings, photographs, pins, ribbons, banners, and other memorabilia. The scrapbooks were created primarily to document the activities of the Geneva Political Equality Club, which the Millers founded in Geneva, New York, in 1897." Be sure to see the "Collection Connections" for ideas on how to use these resources in your class. =Diffusion= 6. Explain how the diverse peoples of the United States developed a common national identity. <span style="font-family: Arial,Helvetica">http://www.calisphere.universityofcalifornia.edu/themed_collections/subtopic1f.html <span style="font-family: Arial,Helvetica">This is a great collection of primary source documents from Calisphere at the University of California. "The images in this topic clearly illustrate the great ethnic diversity of California's population during the Gold Rush years. People from all over the world hoped to strike it rich in California's gold mines. Soon Europeans, Asians, and African Americans and Native Americans from other parts of the country joined the Native Californians and Californios." **<span style="font-family: Arial,Helvetica">1900–1940s: Emerging Industrial Order - Growing Ethnic Diversity ** <span style="font-family: Arial,Helvetica">http://www.calisphere.universityofcalifornia.edu/themed_collections/subtopic3c.html <span style="font-family: Arial,Helvetica">This is a great collection of primary source documents from Calisphere at the University of California. "These images reflect some of the diverse ethnic groups that came to the West Coast from locations around the globe. They also illustrate some of the challenges they faced in assimilating into California society."
 * <span style="font-family: Arial,Helvetica">Ohio Women **
 * <span style="font-family: Arial,Helvetica">1848-1865: Gold Rush Era - Diversity in the Changing State **