This lesson plan, students will analyze a photo of Seneca Village and the excavation report to determine the central ideas and information about the village. They participate in a collaborative discussion about the connections between the text Color(ed) Theory by Ananda Williams, Seneca Village, and gentrification. They also research a local Black enclave and present their findings. As an extension, they speculate about the future of enclaves.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Augmented Reality, Internet Connectivity, Laptop/Desktop, Smartphone, Tablet, Tablet or Smartphone.

World War II ration memorabilia collection, 1942-1947.

The Office of Price Administration and Civilian Supply was established by Presidential Executive Order 8734 on April 11, 1941, in an effort to control inflation. The civilian supply function of the agency was transferred to the Office of Production Management in August of 1941 and the name was shortened to the Office of Price Administration (OPA). The Emergency Price Control Act (January 30, 1942) established the purposes of the agency as follows: to stabilize prices and rents and prevent unwarranted increases in them; to prevent profiteering, hoarding and speculation; to assure that defense appropriations were not dissipated by excessive prices; to protect those with fixed incomes from undue impairment of their living standards; to assist in securing adequate production; and to prevent a post-emergency collapse of values." The OPA fixed price ceilings on all commodities except farm products and controlled rents in defense areas. The first rationing program, for automobile tires, was initiated December 27, 1941. There were two types of rationing programs. The first was a certificate program, where an applicant had to meet eligibility standards and show need to a local ration board before receiving a certificate permitting purchase of the rationed item. This type of program was applied to ties, automobiles, typewriters, bicycles, rubber footwear and stoves. The second program was a coupon or stamp type for which all civilians were eligible. These programs were administered through local banks and covered foods, fuel oil, gasoline and shoes. Rationing continued throughout World War II and by the end of November 1945 only the sugar and rubber tire rationing programs remained. Tire rationing ceased on December 31, 1945. Sugar rationing continued until June 11, 1947. The Office of Price Administration was dissolved April 1, 1947.

In this activity students read about slavery's effect on women from the perspectives of an enslaved woman and a plantation mistress. Then students create a dialogue between the two women.

Students will use an 1861 map and the Emancipation Proclamation to learn where slavery ended, what states still allowed slavery, and what states did not allow slavery. Follow-up questions will promote higher-level learning by requiring students to recogni

Students will utilize maps, primary documents and charts to enhance their knowledge of thecauses of the Civil War, the politics of geography, and the demographic shifts in 19 th century America.

Lesson 6 is an introduction to George Clinton, a prominent figure in funk music and Afrofuturism. It consists of three activities: a 5-minute engagement activity where students watch clips about George Clinton, a 15-minute exploration activity where students examine artifacts related to him, and a 5-minute wrap-up activity where students discuss their takeaways and similarities between George Clinton and Sun Ra. The next lesson will focus on exploring George Clinton's music and the landing of the Mothership.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Augmented Reality, Internet Connectivity, Laptop/Desktop, Smartphone, Tablet, Tablet or Smartphone.

This lesson plan asks students to analyze two primary sources, in the form of letters, that address the issues relating to religious freedom for the newly formed United States and its relation to the nature of citizenship and equality in a religiously diverse society. Students will also analyze the 1st. Amendment and develop an argument regarding 1st amendment issues today.

Three years before the United States entered World War II, President Roosevelt declared the South to be "the nation's number one economic problem." Georgia's economy was distinctly agricultural and low-wage, with little manufacturing compared with states in the North and Midwest. The median family income was nearly half of the national average. One year later, an influx of federal defense money established new industries, such as the Bell Aircraft plant in Marietta, and expanded existing ones, such as the J. A. Jones Construction Company in Brunswick. While 320,000 Georgians served in the United States Armed Forces, tens of thousands of Georgians repaired aircraft, built B-29 bombers, and worked in shipyards at home during the war. Meanwhile, military training was widespread throughout Georgia, occupying its fields as well as skies. Capitalizing on the state's flat coastal region and mild winters, Army airfields were installed in Savannah, Statesboro, Thomasville, and Waycross, and pilots trained in Albany, Augusta, Americus, and Douglas. Thousands of soldiers passed through Fort Benning and Fort Oglethorpe, where members of the Women's Army Corps trained for positions at home and abroad. World War II employment was crucial to the economic development of the state, ushering in the transformation to a modern, industrial, and diverse Georgia. This exhibition was created as part of the DPLA's Public Library Partnerships Project by collaborators from the Digital Library of Georgia and Georgia's public libraries. Exhibition organizers: Mandy Mastrovita and Greer Martin.

The following education materials have been created to engage students with digitized German-American newspapers. Students will learn how to research using Chronicling America , how to translate and analyze foreign-language texts, and gain a deeper understanding of the German-American experience in Ohio during World War I (WWI).

The following education materials have been created to engage students with digitized German-American newspapers. Students will learn how to research using Chronicling America , how to translate and analyze foreign-language texts, and gain a deeper understanding of the German-American experience in Ohio during World War I (WWI).

The following education materials have been created to engage students with digitized German-American newspapers. Students will learn how to research using Chronicling America , how to translate and analyze foreign-language texts, and gain a deeper understanding of the German-American experience in Ohio during World War I (WWI).

The following education materials have been created to engage students with digitized German-American newspapers. Students will learn how to research using Chronicling America , how to translate and analyze foreign-language texts, and gain a deeper understanding of the German-American experience in Ohio during World War I (WWI).

The following education materials have been created to engage students with digitized German-American newspapers. Students will learn how to research using Chronicling America , how to translate and analyze foreign-language texts, and gain a deeper understanding of the German-American experience in Ohio during World War I (WWI).

This video segment, adapted from NOVA, chronicles the education of leading chemist Percy Julian. Although Julian began his elementary school years in the Deep South under Jim Crow laws, he became one of the few African Americans of his time to earn a Ph.D.

Tuning into the radio is now an integrated part of our everyday lives. We tune in while we drive, while we work, while we cook in our kitchens. Just 100 years ago, it was a novelty to turn on a radio. The radio emerged at the turn of the twentieth century, the result of decades of scientific experimentation with the theory that information could be transmitted over long distances. Radio as a medium reached its peakåÑthe so-called Radio Golden AgeåÑduring the Great Depression and World War II. This was a time when the world was rapidly changing, and for the first time Americans experienced those history-making events as they happened. The emergence and popularity of radio shifted not just the way Americans across the country experienced news and entertainment, but also the way theyåÊcommunicated. This exhibition explores the development, rise, and adaptation of the radio, and its impact on American culture.

This art history video discussion examines Grant Wood's "American Gothic", 1930, oil on beaver board, 78 x 65.3 cm / 30-3/4 x 25-3/4 inches (The Art Institute of Chicago).

Khan Academy learning modules include a Community space where users can ask questions and seek help from community members. Educators should consult with their Technology administrators to determine the use of Khan Academy learning modules in their classroom. Please review materials from external sites before sharing with students.

In this activity students read letters from ordinary people to government leaders in the Roosevelt Administration. Then they interpret the range of attitudes about the changing role of the federal government during the New Deal. The letters for this activity all contain reading supports and teachers can differentiate this activity for different levels of learners by choosing which letters to use in the activity.

This collection uses primary sources to explore the Great Migration. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

In this lesson, learners will use the Membit app to explore and experience artifacts within an augmented reality. The purpose of this lesson is to explore the rich history of African American changemakers of Harlem, New York. Learners will examine primary and secondary virtual artifacts and use inquiry to analyze why the contributions of Arturo Alfonso Schomburg might be seen as historically significant. This is the first in a series of four lessons designed to aid learners to place the individuals of Harlem into a broader historical context and to consider how society decides whose achievements are worthy of remembrance and how to memorialize such figures.

Estimated time required: 1 class period.

Technology required for this lesson: Internet Connectivity, Tablet or Smartphone.

In this lesson, learners will use the Membit app to create a memorial / museum exhibit within an augmented reality. Learners will curate an exhibit of primary and secondary virtual artifacts and analyze why the contributions of someone might be seen as historically significant. This is the fourth in a series of four lessons designed to aid learners to place the individuals of Harlem into a broader historical context and to consider how society decides whose achievements are worthy of remembrance and how to memorialize such figures.

Estimated time required: 1 class period.

Technology required for this lesson: Internet Connectivity, Tablet or Smartphone.