In the past few years, we highlighted how the writings of Prime Minister Winston Churchill of Britain (1874–1965) could profitably engage students in the study of informational texts through memorable language and powerful arguments. “Blood, Toil, Sweat, and Tears,” the speech Churchill delivered as he took office as prime minister during the dark days of World War II, illustrates the kind of complexity, quality, and range expected in college-bound student reading.
Last time, I began to survey how American artists viewed the Great War (1914–1918). This NEH-supported exhibition, World War I and American Art, has uncovered forgotten works that could help teachers illustrate and illuminate the course of the war, the political opinions pro and con, and the enormous human toll it had on the nation and the world. This week, I’ll talk about some neglected artists who deserve to be remembered as powerful and passionate witnesses to the carnage both on the battlefields and in the hospitals afterward.
World War I (1914-1918) has been called the seminal catastrophe of the twentieth century, leading to the destruction of four empires (Russian, German, Austrian-Hungrian, and Ottoman), the rise of communism and fascism, the Second World War, and even the Cold War.
“Incredible Bridges: Poets Creating Community” is a series developed by the Academy of American Poets in collaboration with EDSITEment that enlists the voices of nine contemporary American poets, each delivering a poem that has been selected in support of the National Endowment for the Humanities Chairman’s initiative, “The Common Good.” The discourse is guided by nine companion lesson plans with activities designed for secondary-level students.
Americans elect a president through the state-by-state mechanism of the Electoral College rather than direct nationwide popular vote. Today, all but two states award all of their electoral votes to the statewide winner.
November is National Native American Heritage month. What better way to celebrate it than to sample the culture and explore the history of some groups within the 4.3 million people who identify themselves as Native American in the United States?
How can we help students better understand the long history of immigration to the United States and the experiences of contemporary immigrants and refugees? How do we encourage students to compare immigrant groups and eras of immigration through the experiences of individuals and families? How can students understand their place within this long history and immigration’s impact on shaping an increasingly diverse society?
What if your students had the vast resources of the Smithsonian’s National Museum of American History, the Smithsonian American Art Museum, and more—at their fingertips for this year’s National History Day project?
“Life in the galloping flatlands was a pact with nature. It gave as much as it took, and in 1935 it was all take.”—Timothy Egan, The Worst Hard Time
You are a teenager growing up on a wheat farm in the Texas panhandle in the 1930s. How will you weather the terrible dust storms that will blanket your farm and survive the coming hardships of the Great Depression?
Each of these twenty-one poems or poetic forms for AP Literature and Composition includes a link to the poem and multimedia resources such as EDSITEment lessons and EDSITEment-reviewed websites that discuss the poem, the poet, and its context.