1
10
84
-
Teaching Activity
Objectives
<ul>
<li style="font-weight:400;">
<p><span style="font-weight:400;">Students will investigate the multiple layers of significance of the Thanksgiving holiday and how they have changed over time</span></p>
</li>
<li style="font-weight:400;">
<p><span style="font-weight:400;">Students will analyze how historical narratives get created and whose perspectives are or are not represented </span></p>
</li>
<li style="font-weight:400;">
<p><span style="font-weight:400;">Students will be able to differentiate between celebration, commemoration, and mourning </span></p>
</li>
</ul>
<p><b>This activity supports the following Common Core Literacy Standards in History/Social Studies</b><span style="font-weight:400;">:Â </span></p>
<ul>
<li style="font-weight:400;">
<p><span style="font-weight:400;">RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. </span></p>
</li>
<li style="font-weight:400;">
<p><span style="font-weight:400;">RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. </span></p>
</li>
<li style="font-weight:400;">
<p><span style="font-weight:400;">RH.6-8.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). </span></p>
</li>
</ul>
Lesson Plan Text
<p>Before beginning this activity, teachers may find it useful to consult with this <a href="https://museum.archives.gov/featured-document-display-thanksgiving-historical-perspectives#:~:text=A%20Harvest%20Celebration,back%20then%20used%20that%20term">resource</a> developed by the National Archives, which provides additional background information.<strong><br /><br />Step 1:</strong> <span style="font-weight:400;">Discuss the following questions with students:Â </span></p>
<ul>
<li style="font-weight:400;">
<p><span style="font-weight:400;">What does it mean to call something a holiday? </span></p>
</li>
<li style="font-weight:400;">
<p><span style="font-weight:400;">How do you understand the story of Thanksgiving/how did the holiday originate? Where have you heard this story?</span></p>
</li>
<li style="font-weight:400;">
<p><span style="font-weight:400;">In the United States today, what is mainstream significance of Thanksgiving? </span></p>
</li>
<li style="font-weight:400;">
<p><span style="font-weight:400;">How do you observe Thanksgiving? Is it a celebratory occasion in your household? </span></p>
</li>
</ul>
<p><span style="font-weight:400;">Optional Extension</span><span style="font-weight:400;">: Have students read the account of Thanksgiving that appears in their textbook. In pairs, have them discuss how their own ideas and memories of Thanksgiving compare with the textbook history. </span></p>
<p><strong>Step 2:</strong><span style="font-weight:400;"> Distribute “Indigenous Activists Designate ‘A Day of Mourning.’†Read the headnote aloud as a class. Ask students to read and annotate the source individually. They should circle anything that relates to how Thanksgiving is celebrated today. Ask students to find three examples of “mourning†in the source and put stars next to that text. </span></p>
<p><strong>Step 3:</strong><span style="font-weight:400;"> In pairs or in small groups, ask students to discuss the following questions:Â </span></p>
<ul>
<li style="font-weight:400;">
<p><span style="font-weight:400;">Why do you think these Indigenous activists chose to call their protests “A Day of Mourning?†How is that different from a holiday? </span></p>
</li>
</ul>
<p><strong>Step 4:</strong><span style="font-weight:400;"> Teacher defines the three terms: celebration, commemoration, and mourning. Students should explain how the article showed different meanings of Thanksgiving. Discuss how and why Thanksgiving as a holiday elicits celebration, commemoration, and mourning in the United States today from different perspectives. </span></p>
<p><strong>Step 5:</strong><span style="font-weight:400;"> Exit ticket: Ask students to imagine they were organizing a commemoration event surrounding Thanksgiving. Ask them to write three components they would include in the event. </span></p>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Critical Discussion of Thanksgiving
Subject
The topic of the resource
Expansion and Imperialism
Settler Colonialism
Description
An account of the resource
This activity is designed to help students to reflect on their own perceptions of Thanksgiving, learn how the holiday originated, and how it has changed overtime. They will also engage with what the holiday means from Indigenous perspectives. Teachers, please see <a href="https://museum.archives.gov/featured-document-display-thanksgiving-historical-perspectives#:~:text=A%20Harvest%20Celebration,back%20then%20used%20that%20term">this resource</a> from the National Archives for additional contextual information about the origins of the holiday and its significance.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Colonization and Settlement (1621-1750)
-
Teaching Activity
Objectives
<ul>
<li style="font-weight:400;">
<p><span style="font-weight:400;">Students will be able to examine artists’ commentary on the American economy in various forms of media. </span></p>
</li>
<li style="font-weight:400;">
<p><span style="font-weight:400;">Students will create their own commentary on contemporary economic issues they face in their day-to-day life. </span></p>
</li>
</ul>
Lesson Plan Text
<p><strong>Step 1:</strong><span style="font-weight:400;"> Distribute the document, “A Cartoonist Comments on American Economic Priorities.†This is a 1969 cartoon by Eugene Payne called “Sorry, My Hands Are Full, But God Bless You Anyway.†Read aloud or ask a student to volunteer to read the words in the cartoon and the written quote below the cartoon. Ask the students to identify the date of the cartoon. Ask students to describe the visual image of the cartoon. </span></p>
<p><strong>Step 2:</strong><span style="font-weight:400;"> In small groups, ask students to discuss the significance of the cartoon, considering the question: What role does the government play in alleviating or worsening poverty? </span></p>
<p><strong>Step 3:</strong><span style="font-weight:400;"> Watch Gil Scott-Heron reading his 1970 poem, “Whitey on the Moon†from :42-2:06: </span><a href="https://www.youtube.com/watch?v=otwkXZ0SmTs"><span style="font-weight:400;">https://www.youtube.com/watch?v=otwkXZ0SmTs</span></a><span style="font-weight:400;">. They can also read the text of the poem in the document of the same name. </span></p>
<p><strong>Step 4:</strong><span style="font-weight:400;"> Again in small groups, ask students to discuss how racial dimensions of economic inequality add a layer of significance to Scott-Heron’s poem versus Payne’s cartoon, still considering the question: What role does the government play in alleviating or worsening poverty? </span></p>
<p><strong>Step 5:</strong> <span style="font-weight:400;">Facilitate a full class discussion about how these two documents provide perspectives on American economic priorities in the late 1960s and early 1970s. What are Scott-Heron and Payne’s commentaries about the country’s priorities? How do they both use humor to shed light on these issues?</span></p>
<p><strong>Step 6:</strong> <span style="font-weight:400;">Individually, students can choose to either draw their own cartoon or write their own poem that relates to the living conditions in their own community. </span></p>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Commentary on 1960s American Economic Priorities
-
Teaching Activity
Objectives
<ul>
<li>Students will be able to identify varying opinions about women entering industry jobs</li>
<li><span style="font-weight:400;">Students will be able to apply ideas in the documents to formulate a stance on the role gender played in working class life </span></li>
</ul>
Lesson Plan Text
<strong>Step 1:</strong> Distribute “Lenora M. Barry Describes Women’s Working Conditions in New Jersey†for students to read individually. <br /><br /><strong>Step 2:</strong> Students turn to a neighbor or small group and summarize the contents of the documents in a few sentences. Consider the following: What is the historical context? Who is the author/which organization created it? Who is the intended audience? What is the purpose of the document? <br /><br /><strong>Step 3:</strong> Distribute “AFL Member Expresses Worry About Women in Industry†for students to read individually. <br /><br /><strong>Step 4:</strong> Students turn to a neighbor or small group and summarize the contents of the documents in a few sentences. Consider the same questions from step 2. <br /><br /><strong>Step 5:</strong> Facilitate class discussion in which students compare the documents’ differing views about women in the workplace at the end of the 19th century. Prompt students with: Imagine Barry and the AFL writer were in conversation with one another about women in the workplace. What would be three talking points both of them would have? On which issues would they agree? On which issues would they disagree?
Activity Extension
<strong>Optional Extension 1:</strong> In small groups, students survey recent data about gender equity in the United States in this publication: https://www.pnas.org/doi/10.1073/pnas.1918891117. Ask them to draw 3-5 conclusions about the long term trends and current status of women relative to men in the workforce. How does the data compare to the sentiments in the two primary sources? <br /><br /><strong>Optional Extension 2:</strong> Students search for their own examples depicting women and/or men at work through popular magazines, newspapers, online advertisements, or other images depicting contemporary attitudes about women in the workplace. Based on these images, students write a letter to the editor or an OpEd expressing their own views about women and work today.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Women in the Workplace Discussion
Subject
The topic of the resource
Gender and Sexuality
Labor Activism
Work
Description
An account of the resource
This lesson puts two primary sources in conversation with one another and encourages students to compare the authors’ perspectives on women in various industries in the late 19th century.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Industrialization and Expansion (1877-1913)
-
Teaching Activity
Objectives
<ul>
<li>Students will be able to identify laborers’ motivations to boycott grape consumption and their appeals to consumers during the UFW grape boycott.</li>
</ul>
<ul>
<li>Students will be able to create their own flier demonstrating a persuasive argument for the need to fix the Flint water crisis.</li>
</ul>
Lesson Plan Text
<strong>Step 1:</strong> Students individually circle the two most convincing elements of the argument made in the primary source titled “Farm Workers Warn About Dangers of Pesticides†in favor of the grape boycott.<br /><br /> <strong>Step 2:</strong> In groups of 2-3, students discuss what each person circled and why they found them convincing.<br /><br /><strong> Step 3:</strong> Teacher leads a class discussion about the contents of the flier. <br /><br /><strong>Step 4:</strong> Introduce and discuss the recent history of the water crisis in Flint, Michigan and the impact of lead in water. <a href="https://www.nrdc.org/stories/flint-water-crisis-everything-you-need-know#summary">This link</a> from the Natural Resources Defense Council contains the relevant context.<br /><br /><strong>Step 5:</strong> Invite students to imagine that they were designing a call-to-action flier to resolve the Flint water crisis. Students work in their small groups to create their own flier using a mixture of images and text to develop a concise and persuasive argument.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Flyer Project
-
Teaching Activity
Objectives
<ul>
<li>Students will be able to interpret long term consequences reflected in the document pertaining to environmental history</li>
</ul>
<ul>
<li>Students will be able to apply concepts of environmental (in)justice to create legislation designed to address a topic of their choice</li>
</ul>
Lesson Plan Text
<p><strong>Step 1:</strong> In groups, assign or allow students to select and read a primary source of their choice from the Environmental (In)Justice collection.</p>
<p><strong>Step 2:</strong> Students will then analyze the primary source for a deeper understanding of the text. Consider the following:Â </p>
<ul>
<li>
<p>What is the historical context?</p>
</li>
<li>
<p>Who is the author/which organization created it?</p>
</li>
<li>
<p>Who is the intended audience?</p>
</li>
<li>
<p>What is the purpose of the document?</p>
</li>
</ul>
<p><strong>Step 3:</strong> Students will summarize the contents of the document in a few sentences and then assess the potential for long term environmental impact of the document’s focus.</p>
<p><strong>Step 4:</strong> Policy Proposal Activity: Groups will brainstorm how the example of environmental injustice they read about still exists today. Students then consider what could be done to confront the issue. Student groups will then work together to draft legislation with the aim of addressing the issue they read about.</p>
<p><em><strong>Formatting the policy:Â </strong></em></p>
<p>Part 1: Name the bill</p>
<p>Part 2: Document bill’s sponsors (group members names)</p>
<p>Part 3: In 1 sentence describe what the bill would do.</p>
<p>Part 4: In 4 sentences explain the proposed bill. What is the historical context? What does the bill seek to remedy?</p>
<p>Part 5a: Legal formatting. Start the bill by writing, “Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled, that:â€</p>
<p>Part 5b: Section the bill. Section 1 should define the ultimate aim of the bill. Following sections should include procedural details, exceptions, and penalties for noncompliance.</p>
<p><strong>Step 5 [Optional extension]</strong>: Student groups take turns sharing their policy proposals with the class and field questions from peers</p>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Policy Proposal
-
https://shec.ashp.cuny.edu/files/original/cf8d302647fe138fc6ee99875b644d28.pdf
cb1629e8c5b2ad1208777e2c30c92566
Teaching Activity
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Teaching Historical Thinking and the Common Core Chart (Grades 9-10)
Description
An account of the resource
This chart presents historical thinking questions, historical thinking skills, and Common Core reading and writing skills that teachers should consider when planning activities and tasks for students in grades 9 and 10.
Source
A related resource from which the described resource is derived
American Social History Project/Center for Media and Learning
Relation
A related resource
2049, 2050
Creator
An entity primarily responsible for making the resource
American Social History Project/Center for Media and Learning
Rights
Information about rights held in and over the resource
Copyright American Social History Project/Center for Media and Learning. This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>.
Common Core Reading
Common Core Writing
-
Teaching Activity
Objectives
<ul>
<li>
<p>Students will understand that both the United States and Teton Sioux were powerful nations in the early 1800s.</p>
</li>
<li>
<p>Students will understand that trade encounters, with both Euro-Americans and other Indigenous nations, were an important aspect of Plains Indian society.</p>
</li>
</ul>
<p>This activity aligns to Common Core Literacy Standards in History/Social Studies:</p>
<ul>
<li>
<p>RH.6-8.2. Determine the central ideas or information of a primary or secondary text.</p>
</li>
<li>
<p>RH.6-8.5. Determine how a text presents information.</p>
</li>
</ul>
Materials
2052, 2055, 2054
Lesson Plan Text
<p><strong>Step 1.</strong> Hand out the John Ordway Describes Meeting the Teton Sioux document and the Analysis Worksheet. Ask students to read the document and complete the Ordway columns of Part I and II of the worksheet. (You could analyze this document as a whole class, or ask students to work in pairs or individually.)</p>
<p><strong>Step 2.</strong> Hand out American Horse's Winter Count. Ask students to read the document on their own.<br />Check for understanding by discussing:</p>
<ul>
<li>
<p>what were Lakota winter counts?</p>
</li>
<li>
<p>what was their connection to oral history?</p>
</li>
<li>
<p>who provided the descriptions of the images used in the winter count?</p>
</li>
</ul>
<p></p>
<p><strong>Step 3.</strong> Ask students, in pairs or individually, to complete the American Horse column of Part I and II of the worksheet.</p>
<p></p>
<p><strong>Step 4.</strong> Complete Part III of the worksheet, either as a whole class or in small groups of 4 (if students were working in pairs, have two pairs do this part together).</p>
<p>If possible, use a smartboard or other presentation tool to project the worksheet and have students share their responses.</p>
<p>Review key content points:</p>
<ul>
<li>the United States and Teton Sioux were both powerful nations at this time</li>
<li>
<p>trade was a regular part of life (and the main form of interaction between Euro-Americans and Plains Indians)</p>
</li>
</ul>
<p>Review key structure points</p>
<ul>
<li>
<p>oral history was the primary way that the Lakota recorded and remembered their past</p>
</li>
<li>
<p>Euro-Americans relied more on comprehensive and highly detailed written reporting</p>
</li>
</ul>
<p></p>
<p><strong>Step 5. </strong>Deepen the discussion by posing any of the following questions:</p>
<div>
<ul>
<li>
<p>Why does it matter how history is recorded? What difference does it make for us today? (eg. the volume of written documents from Euro-Americans compared to the oral history and winter count traditions of Plains Indians means that we hear much more from one side than the other, and we don't have a great understanding of the American Indian perspective)</p>
</li>
<li>
<p>Which source is more accurate? More biased? (e.g., this is an open ended question since the Lewis and Clark document is more detailed, but one-sided with some biased language).</p>
</li>
</ul>
</div>
<div></div>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
How is History Recorded? The Lewis and Clark Journals and Lakota Winter Counts
Description
An account of the resource
In this activity, students read two primary documents from the early 1800s: a journal entry from the Lewis and Clark expedition and a Lakota Indian "winter count" calendar. Using an analysis worksheet, students identify key ideas and details from the documents, while also examining the craft and structure of each document. They draw upon both the content and form of the documents to make inferences about the respective cultures of Euro-Americans and Native Americans in the early 1800s.
Creator
An entity primarily responsible for making the resource
American Social History Project/Center for Media & Learning
Source
A related resource from which the described resource is derived
American Social History Project/Center for Media & Learning, 2013.
Relation
A related resource
2053
Date
A point or period of time associated with an event in the lifecycle of the resource
2013
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Revolution and New Nation (1751-1815)
Subject
The topic of the resource
Expansion and Imperialism
Settler Colonialism
Common Core Reading
Group Work
Lessons in Looking
Lewis and Clark Expedition
Native Americans
-
https://shec.ashp.cuny.edu/files/original/472480bcf2b15ea47fabdd53108ac5c1.pdf
f77ca026ca07ede8d6d96f9e5e495da0
Teaching Activity
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Teaching Historical Thinking and the Common Core chart (Grades 6-8)
Description
An account of the resource
This chart presents historical thinking questions, historical thinking skills, and Common Core reading and writing skills that teachers should consider when planning activities and tasks for students in grades 6, 7, and 8.
Creator
An entity primarily responsible for making the resource
American Social History Project/Center for Media and Learning
Source
A related resource from which the described resource is derived
American Social History Project/Center for Media and Learning
Relation
A related resource
2049, 2601
Date
A point or period of time associated with an event in the lifecycle of the resource
2013
Rights
Information about rights held in and over the resource
Copyright American Social History Project/Center for Media and Learning. This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.</a>
Common Core Reading
Common Core Writing
-
https://shec.ashp.cuny.edu/files/original/218109393b80f155c450095e9e7d573e.pdf
da38f735bb245f7011c1c33e4357e6fe
Teaching Activity
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Teaching Historical Thinking and the Common Core Chart (Grades 11-12)
Description
An account of the resource
This chart presents historical thinking questions, historical thinking skills, and Common Core reading and writing skills that teachers should consider when planning activities and tasks for students in grades 11 and 12.
Creator
An entity primarily responsible for making the resource
American Social History Project/Center for Media and Learning
Source
A related resource from which the described resource is derived
American Social History Project/Center for Media and Learning
Relation
A related resource
2050, 2061
Date
A point or period of time associated with an event in the lifecycle of the resource
2013
Rights
Information about rights held in and over the resource
Copyright American Social History Project/Center for Media and Learning. This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.</a>
Common Core Reading
Common Core Writing
-
Teaching Activity
Objectives
<ul>
<li>
<p>Students will understand different aspects of life and work among the young women who worked in textile factories in Lowell, Massachusetts, during the 1830s and 1840s</p>
</li>
<li>
<p>Students will understand how to analyze and gather evidence from different types of primary sources</p>
</li>
</ul>
<p>This activity aligns to Common Core Literacy Standards in History/Social Studies:</p>
<ul>
<li>
<p>RHSS.6-8.6. Identify aspects of a text that reveal an author's point of view or purpose.</p>
</li>
<li>
<p>RHSS.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources. </p>
</li>
<li>
<p>WHSS.6-8.1 Write arguments focused on discipline-specific content.</p>
</li>
</ul>
Materials
1986, 1821, 1822, 549, 1987, 1990, 1991, 1992, 1993
Historical Context
When the first American factories were built in places such as Lowell, Massachusetts, many of the workers were young women from New England farms. The opportunity to earn wages, live independently, and experience community with other young women was appealing. But unlike farm work, factories were governed by long hours, strict timetables, loud machines, and repetitive work. The transition from a largely farm based economy to one where many worked for wages in factories began with these early textile mills and proceeded to transform American society.
Lesson Plan Text
<p><strong>Step 1.</strong> Hand out the cover illustration from <em>The Lowell Offering</em>. Ask students to complete the Lessons in Looking: <em>The Lowell Offering</em> Worksheet.</p>
<p><strong>Step 2.</strong> After students have completed the worksheet, discuss the image from <em>The Lowell Offering</em>.</p>
<ul>
<li>
<p>What was <em>The Lowell Offering</em>? </p>
</li>
<li>
<p>What are some of the details you see in the picture? What do they stand for or represent? </p>
</li>
<li>
<p>What do you think was the artist’s point of view about what it was like to work in the Lowell textile factories? Positive or negative?</p>
</li>
</ul>
<p><strong>Step 3.</strong> Hand out the Farm vs. Factory: Constructing a Paragraph Worksheet. Working in groups, students should arrange the sentences provided into a paragraph that interprets the meaning of the <em>Lowell Offering</em> picture. They can cut out the sentences provided and paste them into the correct order (Claim/Counterclaim, three details, Conclusion/Summary), or they can use the oversized sentences and move around the people holding them into the correct order, or they can paste the oversized sentences in order on the board or large sheets of butcher paper.</p>
<p>After students have finished putting the sentences in order, review an example or two as a group. Students will probably have put the supporting details in different orders, which is fine. Ask students to explain how they decided which sentence was Claim/Counterclaim and which sentence was Conclusion/Summary.</p>
<p><strong>Step 4.</strong> Explain to students that now they will get to see evidence for a more negative view of factory life. Hand out A Mill Girl Explains Why She is Leaving Factory Life, A Former Mill Girl Remembers the Lowell Strike of 1836, and Farm vs. Factory: Finding and Citing Evidence Worksheet. Working individually or in small groups, students should read the two documents and fill in the Finding Evidence portion of the worksheet.</p>
<p>Briefly discuss the evidence they found for why Sarah Rice and Harriet Robinson had a negative view of working in the textile factories.</p>
<p><strong>Step 5.</strong> Now students will write their own paragraph interpreting the evidence from Sarah Rice and Harriet Robinson. Have students complete the Citing Evidence and Writing a Paragraph sections of the worksheet.</p>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Farm vs. Factory: Citing Evidence
Description
An account of the resource
This activity asks students to analyze three primary documents about the experiences of young women who worked in textile factories in New England during the 1830s and 1840s. It provides worksheets to guide and support students in writing a paragraph that cites evidence about the documents.
Creator
An entity primarily responsible for making the resource
American Social History Project/Center for Media and Learning
Rights
Information about rights held in and over the resource
Copyright American Social History Project/Center for Media and Learning. <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" rel="license"><img style="border-width: 0;" src="http://i.creativecommons.org/l/by-nc-nd/3.0/88x31.png" alt="Creative Commons License" /></a><br />This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" rel="license">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>.
Primary
Is this Primary or Secondary? Enter 1 for Primary or 2 for Secondary.
2
Date
A point or period of time associated with an event in the lifecycle of the resource
2012
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Antebellum America (1816-1860)
Subject
The topic of the resource
Gender and Sexuality
Work
Common Core Writing
Lessons in Looking
Lowell