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NCSS-9
Global Connections
Resources:
The Vietnam War
Relevant pages:
History as Destiny: The Case of New York City
Relevant interactive tools:
Colonial City: Revolutionary Battleground
Relevant transcripts:
Relevant interactive tools:
Urban Crisis: Disease, Crime, and Space
Relevant texts:
New Deal Order
Relevant pages:
Relevant texts:
Relevant transcripts:
The Politics of Anticommunism
Relevant transcripts:
The Stable Fifties
Relevant pages:
The Origins of Slavery in the New World
Relevant pages: Resource Type: Classroom Simulation In this simulation, a special congressional committee—the U.S. Senate Subcommittee on Vietnam—will examine changes in U.S. foreign policy toward Vietnam from 1954 through 1975. The committee will investigate why the United States entered the war but failed to prevent the communist takeover of the Republic of South Vietnam. Students will impersonate historical characters who are called to testify before this fictitious Senate subcommittee. The historical characters will explain, from their perspective, why the United States entered the war, why it escalated its military involvement there, and then, despite the escalation, why it suffered defeat. Do the senators and journalists reporting on the investigation blame any one U.S. president? Or do they blame rather a wide range of circumstances both domestic and international? This simulation will expose students to a variety of conflicting interpretations of the U.S. role in Vietnam. Vietnam and President Nixon Resource Type: Document-Based Question This DBQ focuses on Richard Nixon's conduct of the Vietnam War. The documents are drawn from the period between 1968, when Richard Nixon successfully campaigned for the U.S. presidency, and 1973, when the Paris Peace Accords, which formalized the end of U.S. involvement in the war, were signed by the United States, South Vietnam, and North Vietnam. Students will investigate the extent to which the Nixon administration was able to achieve the "honorable peace" he promised the American public. The Cold War: the Soviet Union Resource Type: Primary Source Dean Acheson in 1945. Text of George F. Kennan's "Long Telegram," February 22, 1946. Resource Type: Primary Source Discovery and Settlement: New Amsterdam Resource Type: Document-Based Question The present-day issues of tolerance and diversity are explored in colonial society. These primary sources provide contemporary perceptions of Native Americans, African Americans, Jews, and European settlers. The American Revolution: Defeat and Victory in New York Resource Type: Document-Based Question New York City was a center of loyalist support and trans-Atlantic trade during the revolutionary era. The documents on the Battle of Brooklyn, the British occupation, and the end of the Revolutionary war demonstrate how these events were turned into victories for New York, establishing the city's path toward national and world prominence. Urban Society: Central Park and Social Reform Resource Type: Document-Based Question This microhistory of Central Park in New York City provides students with a laboratory for learning how social reformers attempted to clean the city of its slums and promote the well-being of its residents. These tools can be applied to the study of any large city. The Cold War: Domestic and Foreign Concerns Resource Type: Document-Based Question These primary sources allow students to carefully examine the foreign and domestic factors that contributed to the Cold War, including the Yalta Conference, communist containment and the domino principle, domestic politics and McCarthyism, American and Soviet expansionism, and American and Soviet paranoia. Eisenhower and the Politics of the 1950s Resource Type: Document-Based Question This selection of primary sources gives students an opportunity to examine different layers of dissent during the Eisenhower presidency. Although President Eisenhower enjoyed great public support, his administration was challenged by problems at home and abroad. Beyond Vietnam Resource Type: Primary Source This speech was delivered by Dr. Martin Luther King Jr. on April 4, 1967, at a meeting of Clergy and Laity Concerned at Riverside Church in New York City. Common Sense Resource Type: Primary Source Thomas Paine (1737–1809) was born in England and emigrated to the colonies in 1774. In Common Sense, Paine articulates his argument for independence. The White Man's Burden Resource Type: Primary Source This cartoon, referring to Rudyard Kipling's poem of the same name, was published as the Spanish-American War ended and the insurrection in the Philippines against the Americans began. Southern Society: Religion and Slavery Resource Type: Document-Based Question Using this DBQ, students will examine the paradoxical role of religion in the lives of slaves in the antebellum South. Different kinds of religion are explored as students confront the ways in which religion served to liberate or to oppress slaves. Equiano: A Slave's Autobiography Resource Type: Primary Source Olaudah Equiano was enslaved as a child after he and his sister were kidnapped in Africa. His autobiography offers a rare comparison of African and American cultures. A Slave Funeral Resource Type: Primary Source Charles Ball was a slave in western Maryland. In the following excerpt, he describes a slave funeral. Stringfellow's Biblical Justification for Slavery Resource Type: Primary Source In his 1860 book, Thornton Stringfellow explains what he sees as the biblical justification for slavery. A New Masculinity Resource Type: Point-Counterpoint Historians are grappling with the changing definitions of American male identity that developed at the end of the nineteenth century. Casey Blake argues that American men were looking for ways to "compensate" for what they regarded as the feminine elements of modern life, particularly those brought about by rapid urbanization and industrialization. In response, a new definition of manhood, what Blake terms "aggressive male individualism," emerged. A teacher examines the interpretations of Gail Bederman and Susan Curtis. The New World: Origins of Slavery Resource Type: Document-Based Question The following primary sources, focusing on Bacon's Rebellion, help students understand the condition of freemen and indentured servants on the eve of the revolt and how colonial legislation helped institutionalize slavery in the southern colonies. Colonial Society and Economy Resource Type: Document-Based Question Colonial society (Virginia in particular) changed from a society with slaves to a slave society, where slavery was the foundation of the economic and social order. This selection of primary sources allows students to understand how commerce and agricultural production caused slavery to replace indentured servitude in the southern colonies and to create new forms of wealth. Bacon's Rebellion: Colonial Society and Politics Resource Type: Classroom Simulation In this simulation, which focuses on Bacon's Rebellion, students will recreate colonial society with a view to understanding how the legal and economic infrastructure of the colonies facilitated the development of slavery. The Avant-Garde Artists of the 1950s Resource Type: Classroom Simulation In this creative simulation, students role-play avant-garde artists of the 1950s to discuss important issues of the times (politics, the affluent society, race relations, women, etc.) from an artistic and intellectual perspective. Containment Policy Tested Resource Type: Primary Source Containment Policy Tested: The Marshall Plan Resource Type: Primary Source Photo of Marshall (left) at Harvard commencement, June 5, 1947, with James Bryant Conant, president of Harvard, and General Omar Bradley. Interview with General George C. Marshall. 30 October 1952 Resource Type: Primary Source Interpretations of the Red Scare Resource Type: Primary Source U.S. Army poster from the mid-1950s. Public Health Resource Type: Primary Source The expansion of world trade promoted the spread of cholera. | |
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