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The Authentic History Center

The Authentic History Center
The Authentic History Center endeavors to tell the story of the United States primarily through popular culture. It was created to teach that the everyday objects in society have authentic historical value and reflect the social consciousness of the era that produced them. New interpretive sections are added when substantial resources have been collected. Until then, incomplete collections are presented as digital archives without comment for individual study. The site is a work in progress.

http://www.authentichistory.com/

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Exhibition 13. On the School Bus: Martinsburg, Indiana, 1939 14. Suburban Strip: Sandy Boulevard, Portland, Oregon, 1949 15. City and Suburb: Chicago and Park Forest, Illinois, 1950s Internationalizing Student Learning Outcomes in History: A Report to the American Council on Education The task force presented its final report in September 2005 to a national gathering of higher education administrators in Washington, DC. Committee Members: Noralee Frankel (American Historical Association); Kevin Gaines (University of Michigan); John Gillis (Rutgers University); Dane Kennedy (George Washington University), Chair; Patrick Manning (Northeastern University), Sonya Michel (University of Maryland at College Park); Kevin Reilly (Raritan Community College); and Peter N. Stearns (George Mason University).

Education Programs Truman Presidential Inquiries A joint project of the Truman Library and Independence School District Take a look at four classroom units developed by Independence School District teachers this summer. Truman Presidential Inquiries 13th Annual Teachers Conference “Presidential Elections: Washington to Obama” July 18 - 22, 2016Speakers include Donald Ratcliffe, James Fuller, Roy Morris, David Pietrusza, William Horner, William Crotty. Hoover Library, FDR Library, Reagan Library, Clinton Library, Lincoln Library and Mount Vernon. Download application form | Full schedule Online Etymology Dictionary 1520s, "obtain as profit," from Middle French gagner, from Old French gaaignier "to earn, gain; trade; capture, win," also "work in the fields, cultivate land," from Frankish *waidanjan "hunt, forage," also "graze, pasture," from Proto-Germanic *waithanjan "to hunt, plunder," from *waithjo- "pursuit, hunting" (source also of Old English waþ "hunting," German Weide "pasture, pasturage," Old Norse veiðr "hunting, fishing, catch of fish"). This is from PIE root *weie- "to go after, strive after, pursue vigorously, desire," with noun derivatives indicating "force, power" (related to *wi-ro- "man;" see virile). Cognates include Sanskrit padavi- "track, path, trail," veti- "follows, strives, leads, drives;" Avestan vateiti "follows, hunts;" Greek hiemai "move oneself forward, strive, desire;" Lithuanian vyti "to chase, pursue;" Old Norse veiðr "chase, hunting, fishing;" Old English OE wað "a chase, hunt."

Industrial Revolution The Urban Game Each student should have a large piece of butcher block paper (15x20). They should use a pencil for this activity (color pencils are optional). Using the template provided, each student should make their own template. Appraising the Electoral College - Bill of Rights Institute Every four years Americans head to the polls to select the presidential candidate they like best. Most people think their vote is a direct link to the candidate of their choice – but things aren’t quite that simple. In reality, individuals vote for an elector who has pledged to vote for a particular candidate. After the main election, these electors convene and cast their votes to determine who will become the next president. The Electoral College has many quirks and complexities than can be difficult to explain, and it can create a few problems from time to time. One of the main problems is that presidential candidates don’t have to win the popular vote in order to win the electoral vote and therefore the presidency.

September 11: Bearing Witness to History - National Museum of American History Soon after the September 11, 2001, terrorist attacks, the Smithsonian's National Museum of American History began collecting objects to document and preserve the material record of this important event in American history. The immediate collecting priorities focused on the attacks, the response and rescue efforts, and the commemoration that followed. The collection we present on this site represents a work in progress. It embodies the best efforts of staff across the Museum to document and preserve a wide range of stories about September 11. Each object, as material evidence of the attacks and their immediate aftermath, is a piece of a large and complex story. The collections will grow as we gain historical perspective and a greater understanding of the events of September 11.

Behavioral Economics I got a mail from a student. Nikhil wrote: Your approach to multidisciplinary thinking is highly pragmatic but it is an approach never taken in the entirety of our education. Procedure - African American Identity in the Gilded Age - Lesson Plan Back to Lesson Plans Lesson Procedure The lesson is divided into three parts: Lesson One: Warming Up The Contested History of American Freedom No idea is more fundamental to Americans' sense of ourselves as individuals and as a nation than freedom. The central term in our political vocabulary, freedom—or liberty, with which it is almost always used interchangeably—is deeply embedded in the record of our history and the language of everyday life. The Declaration of Independence lists liberty among mankind's inalienable rights; the Constitution announces securing liberty's blessings as its purpose.

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