American History. Should Civil War re-enactments be abandoned? Civil War commemorations and re-enactors are practically synonymous, but as the Gettysburg hoopla began last week, the Director of the Civil War Institute at Gettysburg College said very publicly the commemoration would be better without all the men in blue and gray pretending to be soldiers. On June 29, the Wall Street Journal ran a story that said, "Peter Carmichael, a professor of history at Gettysburg College, calls re-enactments an 'unfortunate distraction' from a deeper understanding of the Civil War, including the motivations of those who fought and its legacy.
" Later that same night, Carmichael quoted himself to me at the media reception in Gettysburg sponsored by the college: "unfortunate distraction. " Downes, 63, has been re-enacting for 33 years. There's a mutual simmering resentment between historians and re-enactors. It's not a war or a battle - the hackneyed terms used for any controversy in Gettysburg - but it is a tension over who should tell the story of the war and how. 5. Manifest Destiny. Overview: The Iraq War. The Big Religion Comparison Chart: Compare World Religions. About Us (FAQ) Thank you for visiting ReligionFacts!
Below is some information about this website, presented in the form of Frequently Asked Questions. What is ReligionFacts? As its name suggests, the purpose of ReligionFacts is to provide "just the facts" on the world's religions and topics of religious interest. Every effort has been taken to present material from an impartial, academic perspective. This site has no mission or agenda other than to provide useful and interesting information on religion in an accessible format.
Our goal is to combine the benefits of a print encyclopedia of religion with the unique capabilities of the Web to create a single convenient online resource for information on religion. Who is this site written for? The information on ReligionFacts is intended to be comprehensive and reliable enough for students, teachers, journalists and religious professionals, but also accessible and useful to those with only limited knowledge of religion. When and why was this site founded?
Www.pbs.org/newshour/extra/features/jan-june03/geneva_13-14.pdf. American Misconceptions about the War on Iraq. By Alan Shapiro To the Teacher: What misconceptions did Americans have about the war on Iraq and why? According to polls concluded in the fall of 2003, a majority of Americans believed that Saddam Hussein was responsible for the 9/11 terrorist attacks and that clear evidence of an Iraq-Al Qaeda link had been found. Many believed that Iraq used weapons of mass destruction during the March-April portion of the war and that world public opinion approved of the U.S. attack.
The readings and activities below provide the basis for a discussion of these issues. Student Questionnaire You might begin a class exploration of the reasons for Iraq War by asking students to complete a questionnaire. You might first ask students to complete the survey. Check the response that you believe to be most nearly correct. 1. A. 2. A. 3. A. 4. A. 5. A. 6. A. 7. A. 1. 2. 45-52% believe U.S. has found evidence that Saddam Hussein was working closely with the Al Qaeda . 5. 6. 7. 1. 2. 3. 4.
Student Reading 1: 1. 2. 3. The Wars in Afghanistan and Iraq: Teaching Resources and Essential Questions. The Learning Network has been publishing regular lesson plans about the wars in Afghanistan and Iraq since each began. You can find all of these lessons categorized and dated below, along with links to related Times Topics pages and resources. Click any category below to go to that topic directly: War, Terror, U.S. Foreign Policy | Afghanistan History, Culture, Literature | The War in Afghanistan | The Course of the Iraq War | Debate About the Iraq War | Iraq and Democracy | Historical Parallels to Iraq | Iraq and the Media | The Soldiers | Times Topics and Resources But with the recent replacement of Gen.
Stanley A. So below you’ll find a list of the big, or “essential” questions we posed in the past about the wars, and about terrorism, U.S. involvement in nation-building, the role of soldiers, and the geopolitics of the Middle East. You might share the list with your students and ask: How many of these questions are still being asked about the wars in Iraq and Afghanistan today?
Teachers - Overview - Creating a Primary Source Archive: All History Is Local - Lesson Plan. Back to Lesson Plans Lesson Overview The collection of an archive of primary source materials will be an exciting component of a year-long American Studies class focusing on historiography and the use of primary sources. Students collect primary source materials from their families or local communities. In analyzing these primary sources, students examine the interplay between national, state, local, and personal history. Teachers and students from other states and localities may easily follow this model to create local history Memory Projects of their own. Objectives After completing this lesson, students will be able to: Identify and collect artifacts related to key themes or events in American history.Describe and analyze primary sources.Locate primary and secondary sources that are related to other primary sources.
Standards Time Required Two weeks Recommended Grade Level Topic City and Regional History Era Postwar United States, 1945-presentGreat Depression and WWII, 1929-1945 Credits. DocsTeach.
GO.HRW.COM. Cuban missile crisis timeline - CBCNews.ca Interactive. FRONTLINE/WORLD . Educators . Activities . History . Teaching About the Vietnam War in Vietnam. Cross-Curricular Activities Consider building on the themes of the above activity by working with colleagues in other disciplines to conduct the following activities. Protest Violence with Painting (Art) The Activity Over the past 20 years, Sri Lanka has been the site of more suicide bombings than anywhere else in the world. To fight against the tendency for society to become desensitized by such violence, a group of local artists paint a colorful mural at each bombing site to serve as a memorial. Ask students to consider these questions. What is the key message of the art of "road painters"? Resources Visit the "Sri Lanka: Living With Terror" Web resources to see the slideshow, watch the full FRONTLINE/World television segment in streaming video, read a synopsis, follow the reporter's diary, or gather related links and facts: pbs.org/frontlineworld/stories/srilanka/ Relevant National Standards Level IV, Benchmark 2 Applies various subjects, symbols and ideas in one's artworks back to top.
The Cuban Missile Crisis: How to Respond? Key Issues: Nuclear Weapons: History: Cold War: Strategy: Flexible Response. Forces. Conventional forces were to serve two functions, a deterrent function and the function to fight limited wars. The main argument of the Eisenhower administration had been that conventional forces were too costly and nuclear weapons would have "more bang for the buck. " Kennedy wanted to deter all wars, general or limited, nuclear or conventional, large or small. Eisenhower and Dulles wanted to achieve similar goals but at minimal cost. Their risk was to either not act at all or respond at all levels of threat beyond the original provocation. Kennedy disregarded costs and emphasized sufficient flexibility to avoid either escalation or humiliation. In particular Kennedy wanted to increase the range of available options prior to resort to nuclear war.
McNamara had originally thought new conventional weapons weren't needed. Differentiations of Flexible Response Ladder of Escalation Triad Doctrine Countervalue and Counterforce Strategy. 7 Useful YouTube Channels for History Teachers. One of my favorite things about Netflix streaming is that I can watch some great history documentaries on my laptop or tablet. As much as I enjoy a good documentary I also know that not everyone does. I also know that many students get bored by documentaries very quickly. On the other hand, short video clips can be helpful to help teachers illustrate a point or present a point in a different manner. If you're a history teacher, particularly a U.S. History teacher, here are seven YouTube channels where you can find some good short video clips to use in your lessons. Hip Hughes History is a channel that Greg Kulowiec shared on Twitter a couple of weeks ago.
Dizzo95 is the first YouTube channel that came to mind when I started to build this list. The U.S. World History & Other Stuff contains just what the title implies. The Smithsonian has many channels on YouTube.
Civil Rights. Communism.