Online OER text created for U.S. History to 1865 by Dr. June Klees for Bay College.

© 2017 Bay College and Content Creators. Except where otherwise noted this work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/.

Online OER text created for U.S. History 1865 to Present by Dr. June Klees for Bay College.

© 2017 Bay College and Content Creators. Except where otherwise noted this work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/.

 The LA riots of 1992 were a pivotal moment in American history.  Not only did they raise awareness of issues of police violence related to African Americans in the beating of Rodney King, they were also the first instance when film footage by an ordinary citizen (well before cell phone cameras) would lead to such direct and widespread consequences.  Obviously, with those cell phone cameras, such incidents are now reported regularly, with the largest recent consequences being the summer protests of 2020 after the death of George Floyd.  For HS students, 30 years ago might seem like ancient history, but they witnessed 2020.  This provides an excellent opportunity not only to provide context for an historical event, but also to connect it directly to the world in which they live, and to explore the concepts of continuity and change.  This project is designed to not only help students achieve a better understanding of the events of 1992 as an historical event, but also to refine their skills as historians.  Finally, in the culminating part of the project, students will be able to evaluate the judgment of USC criminal justice and law professor Jody David Armour’s comment, “Ain’t nothing changed but the year it is.”

This tenth grade annotated inquiry leads students through an investigation of the French Revolution. Adolescent students are quite concerned with challenging authority and establishing their independence within the world; the concept of revolution brings those two concerns to their most world-altering levels. This inquiry gives students an entry point into thinking like historians about the French Revolution. The question of success invites students into the intellectual space that historians occupy. By investigating the question of the French Revolution’s success, students will need to make decisions about what the problems of the Revolution were, how to give weight to the events of three different periods of the Revolution, and what distance, if any, was between intentions and effects.

This textbook examines U.S. History from before European Contact through Reconstruction, while focusing on the people and their history. Prior to its publication, History in the Making underwent a rigorous double blind peer review, a process that involved over thirty scholars who reviewed the materially carefully, objectively, and candidly in order to ensure not only its scholarly integrity but also its high standard of quality. This book provides a strong emphasis on critical thinking about US History by providing several key features in each chapter. Learning Objectives at the beginning of each chapter help students to understand what they will learn in each chapter. Before You Move On sections at the end of each main section are designed to encourage students to reflect on important concepts and test their knowledge as they read. In addition, each chapter includes Critical Thinking Exercises that ask the student to deeply explore chapter content, Key Terms, and a Chronology of events.

This material is about the history of Israel, a small strip of land on the shores of the Mediterranean Sea, and its importance to three major religions: Judaism, Christianity, and Islam. Israel was a major crossroad between Europe, Asia, and Africa because of its location in the middle of the region. It had different periods of rule by different empires, and during this time, many impressive architectural structures were built, like the aqueducts of Caesarea and the fortress of Masada. The British also ruled over Israel for a period of time after World War I. Eventually, in 1948, Israel became a modern state after being granted some of the original land by the United Nations. Israel is the Jewish homeland, which Jews have had since ancient times, and the idea of a specific state called “Palestine” is factually incorrect.

This compilation of secondary sources gives an account for how the Transatlantic slave trade became a key economic feature of the Western coast of Africa, as well as an important economic feature of the "New World" colonies. This is a guided reading with questions throughout for the purpose of assessing students' understanding. Student's are prompted to mark the text for key details as they follow along. An excellent source to print or to use digitally. 

Designed for an introductory course, this textbook takes a cross-disciplinary approach to the study of LGBTQ+ issues that helps students grasp core concepts through a variety of different perspectives.

Introduction to LGBTQ+ Studies offers accessible, academically sound information on a wide range of topics, including history, culture, and Queer Theory; an exploration of LGBTQ+ relationships, families, parenting, health, and education; and how to conduct research on LGBTQ+ topics. The book explores LGBTQ+ issues from the ancient world to contemporary global perspectives.

Employing an intersectional analysis, the textbook highlights how sexuality and gender are simultaneously experienced and constructed through other structures of inequality and privilege, such as race and class. The text supports multiple learning styles by integrating visual elements, multimedia resources, discussion and project prompts, and resources for further research throughout the textbook.

This resource uses Gholdy Muhammad's Layered Text strategy to pull students into a multimodal lesson providing context for the 1918 Pandemic.

This assignment is designed as a mini-research project with the purpose of having students engage with marginalized actors in history. The purpose is to help students find themselves in the archives by focusing on self-representation that is important to their own socio-economic and ethnic groups. By providing historical research in the form of primary and secondary documents on figures that have been historically "left out" of the historical narrative, the students will help fill the gaps in the archive, be active in the creation of new curriculum, and gain a better understanding of marginalization and the power of historical memory in the process.

This lesson is an introduction to the concept of nationalism in modern world history.

Open History is a free and open World History textbook designed for Adult Basic Education students to practice skills for High School Equivalency (HSE). It can be used as a reading for information text for RLA Reading and to practice important skills for Social Studies.

The first peer-reviewed open access textbook for cultural anthropology courses. Produced by the Society for Anthropology in Community Colleges and available free of charge for use in any setting.

The History of Google – This is one of my favorite reading lessons because I can use it with business students, adults, and kids- it’s a hit with all of them. Students will have the opportunity to read, speak and learn about the history of a search engine most of us use every day.If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.

Read about our new research on civic online reasoning in Sam Wineburg and Sarah McGrew's read more »

The most comprehensive atlas of world history online!

A free atlas of world history with over 1,000 maps and articles to connect the history world into one navigable resources. Use it to navigate maps and summaries of world nations throughout their histories; see what was happening around the world at a specific point of history; or understand the connections between places and events. The TimeMap comes with teaching activities and lesson plans.

It also contains background essays on regions, time periods and civilizations, making it a great resources to understand the context of history.

The Trans-Atlantic Slave Trade Database has information on almost 36,000 slaving voyages that forcibly embarked over 10 million Africans for transport to the Americas between the sixteenth and nineteenth centuries. The actual number is estimated to have been as high as 12.5 million. The database and the separate estimates interface offer researchers, students and the general public a chance to rediscover the reality of one of the largest forced movements of peoples in world history.

This resource includes a database of Trans-Atlantic slaving voyages searchable by a wide range of variables in additional to essays, maps, and numerical estimates of the Trans-Atlantic Slave Trade, and K-12 lesson plans.

U.S. History II covers the chronological history of the United States from Reconstruction through the beginning of the 21st Century.

In this Wonder of the DayR, learners will be introduced to the French Revolution. They will explore what the French Revolution was,What caused the French Revolution, and What the French Revolution accomplished.