"He shall from time to time give to Congress information of the State of the Union and recommend to their Consideration such measures as he shall judge necessary and expedient."

— Article II, Section 3 of the U.S. Constitution

The U.S. Constitution states that the President of the United States shall "from time to time" deliver an address to the Congress. The word "deliver" was interpreted differently from president to president, with George Washington doing so orally and in person, while Thomas Jefferson decided to have a letter delivered to Congress. Over time, however, presidents have needed and chosen to be in communication with the American public on a more regular basis. From telegraphs to television to Twitter, how, why, and when presidents address the nation and global community has changed across U.S. history. This lesson examines the messages and mediums used by presidents and asks students to engage in point of view and change over time analyses as part of their evaluation. Analyze presidential addresses in order to create inquiry questions for research and discussion.
Why do presidents deliver a State of the Union Address?
How have changes in technology affected how presidents communicate with the public and how the public communicates with a president?
To what extent do presidential addresses provide opportunity to develop civic and media literacy skills?
Analyze print and digital media sources to interpret motivations, messaging, and audience for presidential addresses.
Create a position statement on an issue that considers messaging, setting, means of communication, and audience.

College education was rare in colonial America, mostly intended for young men entering the ministry. Artisans learned the skills and secrets of their trade through an apprenticeship to a master as Benjamin Franklin related in this excerpt about his education as a craftsman from his famous autobiography. After their service they became journeymen, hired for a time while they saved to open a workshop of their own. Franklin's father, with seventeen children, had to plan carefully in order to secure a niche for his youngest child, Benjamin. Printers stood near the top of the mechanical arts because the trade required literacy. Printers, clustered in the port cities, often formed a network of interrelated families; Benjamin's brother James was a master before him. Benjamin quickly learned the printing trade and ventured out into independent activities. Armed with his valuable training and a penchant for independence, he never finished his term of service and instead moved on to ply his trade in Philadelphia and London.

An unknown photographer captured this scene of men, women, and children picking cotton under the watchful eye of an overseer. Slaves on cotton plantations worked under harsh conditions. The working day began at dawn and often lasted well into the night. Work was done in gangs, where discipline and the unrelenting pace of work was enforced by a driver or overseer. Whipping was regularly used to enforce picking quotas or increase the pace of work. In what little time they had besides what they spent working for the master, slaves had to do all the chores of daily life: they prepared their own meals, washed and fed their children, cleaned their cabins, washed and mended their clothes, and, if they were especially fortunate, tended their own vegetable gardens.

This guide provides teachers with background information and classroom activities to extend the viewing experience of the film "Muslims." The classroom exercises are designed for teachers who have a working knowledge of the difference between stereotypes and facts about Islam. You may want to use the background information in this guide to familiarize yourself with Islam prior to doing any of these activities. If you are not comfortable in your own knowledge, some of these exercises could perpetuate stereotypes about Muslims rather than correct them.

Fears about the impact of movies on youth led to the Payne Fund research project, which brought together nineteen social scientists and resulted in eleven published reports. One of the most fascinating of the studies was carried out by Herbert Blumer, a young sociologist who would later go on to a distinguished career in the field. For a volume that he called Movies and Conduct (1933), Blumer asked more than fifteen hundred college and high school students to write "autobiographies"of their experiences going to the movies. In this excerpt from Blumer's study, the sociologist collected together comments from young people describing how the movies led to dissatisfaction with their lives and conflicts with their parents.

The resource is a full interview (approximately 17 minutes) with the author of Farewell to Manzanar, Jeanne Wakatsuki Houston.  She discusses civil rights violations regarding the internment of Japanese Americans in camps in the western U.S. during WWII.
Students watch this author interview to supplement knowledge learned during the reading of the author's book.  They will glean additional information about the time period, the history, the events, as well as the feelings of the author during the events of the book and after writing the book as she is now in the interview.

This collection uses primary sources to explore the steam engine and transportation in the nineteenth century. 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.

The end of World War II unleashed a new "war" at home--a war that pitted workers against employers. The year following V-J day saw more strikes than any other twelve-month period in American history: 4,630 work stoppages involving 5 million strikers and 120 million days of lost work. One of the most revealing of the postwar confrontations between labor and capital came in the November 1945 strike by 320,000 autoworkers against the nation's largest corporation, General Motors. UAW leader Walter Reuther took a new and radical negotiating stance, arguing that GM could afford to increase wages without increasing prices. In the process, Reuther challenged what had been a fundamental corporate prerogative to set its own prices. GM sharply rejected his demand that they "open the books" and show why they couldn't afford both lower prices and higher wages. That confrontation was captured in this transcript from one of the negotiating sessions.

Tabletop role-playing games (TTRPGs) – Dungeons & Dragons being the most popular example - can positively impact the multiple facets of students’ lives: academics, durable skills, social-emotional learning. In Part One of our two part series, let's quest together as we encounter how research supports using TTRPGs in education, explore stories of teachers using TTRPGs in their classrooms, and discover ideas and ways that librarians and the library can play a critical role in making such transformative game-based learning a success.

Before the webinar begins, please complete Slides 3-5 of the “Character Sheet Reflection Tool” (i.e. “Before the Quest”). We will complete the second half (“At the End of the Quest”) of the Reflection Tool at the end of the webinar.

Webinar Date & Time:
Wednesday May 8, 2024 at 3:30 PM EDT

Presenter:
Adam Watson
email: awatson@ovec.org
Kentucky Educators for Role Playing Games website: kyedrpg.com
social media: @watsonedtech and @kyedrpg (#kyedrpg)

Adam Watson has been a Kentucky educator since 2005, starting out as a high school English teacher and became National Board Certified in 2013. In 2014, he was hired at Shelby County Public Schools to be its district Digital Learning Coordinator, where he was a leader in several initiatives, including a 1:1 Chromebook implementation and the launch of Shelby's Profile of a Graduate. In his role at Shelby, Adam also was the lead liaison for the district’s librarians. In 2022, he joined the Ohio Valley Educational Cooperative (OVEC) as a Deeper Learning Design Specialist. Adam is a frequent presenter, PD facilitator, and published writer on innovative education, particularly on the topics of edtech and game-based learning. In 2019, KySTE (the state chapter of the International Society for Technology in Education) named him the Outstanding Leader of the Year. For more on Adam’s educational journey, please visit adamwatson.org.

Relatively few Americans directly experienced trench warfare and poison gas, innovations that rendered war newly terrible and fearsome. One such participant was William L. Langer, later a historian of the war, Harvard professor, and president of the American Historical Association. Langer served as an engineer in Company E of the 1st Gas Regiment, Chemical Warfare Service, of the U.S. Army. In this taut account, from Gas and Flame in World War I, he described a harrowing mission to move supplies and munitions near enemy lines, in preparation for a machine gun and gas attack. Langer noted that his story was probably the first published by an American unit after the war; four hundred copies were printed for the members of the 1st Gas Regiment.

Most people have a clear stereotype of the urban political boss of the early 20th century, and in many ways Murray Hall, a leader of New York City's notorious "Tammany Hall," was its embodiment. Hall was known as a poker-playing, cigar-chomping, whiskey-drinking, "man about town." But in one significant way, Hall departed from the stereotype: she was actually a woman (by the name of Mary Anderson) who "passed" as a man for more than a quarter century. Tragically, Hall died of untreated breast cancer and her deception was only discovered at her death in 1901. "Passing" was a strategy that some lesbians (a term that was not in use at that time) used both to avoid public condemnation and to increase their earnings so that they could live independently. It could also be an assertion of political independence--Hall managed to vote and serve as a political leader in an era when women were denied the franchise.

The penetration of the railroads into the West in the late nineteenth century had a profound impact on local economies. For a period of ten years in the 1880s the Latah County, Idaho town of Genesee experienced this phenomenon. One town boomed while its neighbors languished in economic isolation, largely as a result of the rail station in Genesee. In this oral history interview, Kenneth Platt described the railroad's impact on Latah County.

Following World War II, the international community declared ‘never again’ would we allow atrocities targeted against a group of people. They worked together to define genocide and agreed to intervene and stop any future such atrocities. In this lesson students research a case study and discuss with other groups which events qualify as genocide and decide what the appropriate international response should be.

Beginning in the mid-1760s, colonists began taking to the streets in Boston and other port cities. Crowds of artisans and laborers joined the elite in protesting British policies, although their differing points of view revealed the divisions within colonial society. Protests mounted in 1767 when Britain passed the Townsend Act, which included a series of unpopular taxes. In Boston, resentment and tension also grew over the presence of British troops, quartered in town to discourage demonstrations, who were also looking for jobs. A private seeking work at a ropemakers' establishment sparked a confrontation on Boston's King Street. When some in the crowd pelted the assembled British soldiers, the troops opened fire; five colonists were killed and six wounded. George Robert Twelves Hewes, a Boston shoemaker, participated in many of the key events of the Revolutionary crisis. Over half a century later, Hewes told James Hawkes about his presence at the Boston Massacre and the Boston Tea Party.

One of the most notable Indian warriors of the post-Civil War era was Crazy Horse (Tashunka Witko), a military leader of the Teton Sioux. In the aftermath of Custer's defeat by Crazy Horse and Sitting Bull at the Little Big Horn in June 1876, U.S. troops relentlessly pursued both Indian leaders. Crazy Horse was arrested in September, taken to Fort Robinson (in what is now northwestern Nebraska), and ultimately killed by a soldier, perhaps after the Indian warrior resisted being locked in a guardhouse. One of the many versions of Crazy Horse's death and secret burial can be heard in this interview with George Kills in Sight, which was done by Joseph Cash of the University of South Dakota in 1967 when Kills in Sight was in his seventies. Kills in Sight's family--his father's mother was Crazy Horse's cousin and learned about Crazy Horse from his grandfather, Big Crow--taught him to revere Crazy Horse as a heroic figure. Kills in Sight concludes by describing how his grandfather and others took the body and secretly buried it.

At the turn of the century the group of black women most subject to sexual exploitation and abuse were those who lived under the system of quasi-slavery known as "peonage."Under contract labor laws, which existed in almost every southern state, a laborer who signed a contract and then quit his or her job could be arrested. The horrors of this system of forced labor (as well as the equally horrific system of convict labor) are detailed in this stark, turn-of-the-century personal account of life under the "peonage" system in the South, published in the Independent magazine in 1904. Although this account by an African-American man did not focus especially on the sexual exploitation suffered by his wife and others, his report described how his wife was forced to become a mistress to the plantation's owner.

Between 1820 and 1860, 1,500,000 immigrants arrived in America from Germany. Many of the new arrivals who settled in cities such as New York worked as shopkeepers and skilled tradesmen, although many more worked as employees in construction, brewing, and manufacturing. Although German immigrants did not mix politics and liquor, reformers were disconcerted by the atmosphere of their social establishments. Unlike the bars in Irish neighborhoods, the beer gardens catered to whole families. As this 1859 engraving shows, public drinking was only one attraction at a beer garden; but to reformers the presence of women and children suggested immorality.

Women who settled the West in the years after the Civil War often faced harsh and unremitting toil. Laboring from well before dawn until well after the sun had set, women helped plant and harvest crops, raised large families, and kept house with the most rudimentary of equipment. Long periods of isolation from neighbors and kin were common; social occasions or visits by travelers and kin were rare and cherished events. Sarah Thal, a German Jew who immigrated to North Dakota in 1882, recalled that "getting mail was a big event" on their North Dakota farm and that when she looked out the window onto the flat prairie she was "still unable to realize the completeness of our isolation."

Labor organizer and newspaper editor Oscar Ameringer the "Mark Twain of American Socialism," as he was often called, was born in Bavaria in 1870 to a cabinetmaker father and a freethinking mother. In this excerpt from his autobiography, If You Don't Weaken, published in 1940, he discussed his decision to emigrate to America in 1885 as a fifteen-year-old "hellion." In America, Ameringer ultimately carved out a remarkable and colorful career as a musician, labor organizer, and especially, an editor of socialist and radical newspapers.

Department stores became a major source of employment for young, urban white women beginning in the late 19th century. They also offered a new focus for stories and novels about life in America's burgeoning cities. Writers as diverse as Theodore Dreiser, Edna Ferber, and O. Henry often used the world of department stores and the shop girls who worked there to create a modern fiction (including a brand new form--the short story) that allowed readers to feel the texture of urban life. Ferber's shop-girl heroines were strong-willed, and though they expressed vulnerability and desire for male companionship, they valued their careers. In this 1912 short story, titled "The Frog and the Puddle," Ferber described the lonely life of a young sales girl in a Chicago department store and the attentions of a male neighbor, whom she meets unexpectedly one night in the boarding house in which both reside.