Ted Kaczynski: Evil or Insane?

Explores the life of the infamous Unabomber, and demonstrates why his manifesto on society and his extraordinary intelligence makes him the most unique and brilliant serial killer in United States history

Appreciation units in United States history.

Thesis (M.A.)--Boston Universit

[Review of] Robert L. Allen. Reluctant Reformers: Racism and Social Reform Movements in the United Stales

Allen, editor of The Black Scholar and chair of the Mills College Ethnic Studies Department, reviews in this volume the ideological impact of racism on six distinct social reform movements in United States history. Chronologically presented, the movements begin immediately after the war for independence and extend into the contemporary era

The Future of Central Banking: A Lesson from United States History

This paper is being prepared for the 2010 international conference of the Institute for Monetary and Economic Studies of the Bank of Japan, gThe Future of Central Banking under Globalization,h to be held May 26-27, 2010, in Tokyo. I am grateful to Marvin Goodfriend for helpful discussions.

Sources: Child Labor in the United States

This May 1st piece offers a brief look at some online Progressive Era sources relating to child labor and public knowledge of the issue. We published it on History of Knowledge to illustrate a possible blog post format

Lesson Plan, United States History, High School

TEKS (Texas Essential Knowledge and Skills): Social Studies Skills (3) C,D,E Lesson objective(s): 1. Interpreting and analyze primary sources. 2. Relate events and dilemas and issues to the topic. 3. Create critical judgment analysis of primary source. Differentiation strategies to meet diverse learner needs: Immersive Reader - translation/audio tool. - Brief media clip on topic. (Opening/closing of class

Lesson Plan, United States History, 11th Grade

TEKS (Texas Essential Knowledge and Skills): - Culture 25 C - US Hist B,C,D Lesson objective(s): 1. Interpreting and analyze primary sources. 2. Describe the diversity and key industries of South Texas and Northern Mexico. 3. Evaluate similarities and differences in the frontier experience of the North American English colonies and those of Spain. Differentiation strategies to meet diverse learner needs: - Immersive Reader - translation/audio tool. - Brief media clip on topic. (Opening/closing of class) - Visual aids

The Effects Of Africentric United States History Curriculum On Black Student Achievement

Relationships between United States History curriculum design, self-efficacy, and test achievement of eighth-grade students and parents in the KIPP:STAR College Preparatory Charter School were examined in this study.  An online questionnaire developed for the study, the Parental Questionnaire for United States History Curriculum, was pilot tested, revised, and used to collect data.  Collected data were analyzed using the SPSS (v.19) software.  Descriptive statistics and frequencies regarding curricular design, test achievement, and self-efficacy were examined.  Results revealed a need for an Africentric United States history curriculum, which by definition is more inclusive and comprehensive than the normative Eurocentric curriculum.  The mixed-method study indicated that relationships exist between curricular design and test achievement and between curricular design and self-efficacy

Teacher Perceptions of Indigenous Representations in History: A Phenomenological Study

This phenomenological study addressed teacher perceptions of indigenous representations in United States history within a school district in East Tennessee. Teacher perceptions of indigenous representations in history were defined as teacher beliefs towards the inclusion and representation of indigenous peoples in United States history. Individual and focus group interviews were conducted from a purposeful sample of United States history teachers from multiple high schools in the school district. The analysis of data revealed three themes: (a) systemic challenges to multiculturalism within state course standards and textbooks, (b) teachers’ perceived self-efficacy in teaching their students using indigenous perspectives, (c) and the perpetuation of indigenous stereotypes. Furthermore, analysis revealed that U.S. history courses in the district perpetuate both the notion of indigenous peoples as historical bystanders and the racial stereotypes of Native Americans