In this article, we'll take a closer look at some of the most famous Realism paintings, artworks that define the Realism art movement.

From "Maus" to "Persepolis" to "The Fountainhead," here are the best banned books throughout history everyone should read.

Best known for its use during the French Revolution, the guillotine continued to be the primary method of carrying out the death penalty during Napoleon's reign. Here's a vivid description of an execution in 1813.

Fetishizing the guillotine is like fetishizing the state: it means celebrating an instrument of murder that will always be used chiefly against us.

Thirty years ago, Czech photographer Bohumil Eichler was working for a dissident student-run news agency when the Velvet Revolution began. His work from Prague has rarely been seen, until now.

This one-day Industrial Revolution | Gilded Age lesson plan covers the rise and fall of urban political machines in the Gilded Age, with a focus on New York City’s Tammany Hall political machine, led by William Tweed (Boss Tweed). It is intended to be ready-to-use for any teacher regardless of their prior experience with the content. This lesson plan is typically intended for a 45-to-50-minute class period, though it can be easily adjusted for time. Topics/events addressed: Political Machines, Tammany Hall, political bosses, “Boss” William Tweed, corruption by political machines (bribery, patronage, graft, kickbacks, theft of public money), Thomas Nast, early Progressivism, downfall of Tammany Hall/Boss Tweed, Pendleton Civil Service Reform Act Lesson Plan Contents - this lesson consists of a .zip file containing the following five (5) files: Daily slides: Full PowerPoint presentation entitled "The Rise and Fall of Political Machines”. All the daily slides in the PowerPoint presentation are viewable in the Product Preview, so please click "View Preview" & check it out before buying! Guided Notes - Student Version: Fill-in-the-blank style notes that can be completed by students during or after viewing the Presentation (MS Word) Guided Notes - Teacher Version: Contains completed answer key to Student Version of Notes (MS Word) Multiple Choice Quiz - Student Version: a 6-question multiple-choice quiz on the content covered in the Presentation/Notes, pre-formatted into a ready-to-use handout. Can be distributed to students as a pre-test, exit slip, or post-lesson review/assessment. (MS Word) Multiple Choice Quiz - Teacher Version: Contains completed answer key to Student Version of Multiple-Choice Quiz (MS Word) These are resources that I enjoyed creating, and I hope you will find them useful in your classroom.

VOYAGE - Faire signe que tout va bien en levant son pouce, tirer son poing vers soi en signe de victoire... Si nos mains peuvent parfois aider à surmonter la barrière de la langue quand on voyage à l'étranger, leurs gestes peuvent avoir une signification diamétralement opposée.

[By Veronica Lawlor in New York City, USA] In the U.S., the days since the American presidential inauguration have been busy times for urban sketchers. Every day it seems that the new president signs another executive order, or nominates another contentious person for cabinet or court, and protests follow. Along with many of my fellow […]

Radical Muse is excited to present the SINEAD O'CONNER - Nothing Compares to You Tee. Radical Muse contains a powerful array of products which are inspired by the field of Art, Politics and Revolution. We at Radical Muse believe it is our responsibility to reflect the times we live in through our art. Sinead O'Conner was an uncompromising Irish talent and activist and has left a powerful legacy of music that will resonate throughout the ages. This classic unisex jersey short sleeve tee fits like a well-loved favorite. Soft cotton and quality print make users fall in love with it over and over again. These t-shirts have-ribbed knit collars to bolster shaping. The shoulders have taping for better fit over time. Dual side seams hold the garment's shape for longer. .: 100% Airlume combed and ringspun cotton (fiber content may vary for different colors) .: Light fabric .: Runs true to size

In the words of Frederick Douglass, "Power concedes nothing without a demand - it never has, and it never will." Featuring the demands and victories of the Labor Movement over the decades, this poster is one of RLM's all-time most popular. The social gains of humanity did not invent themselves and will not defend themselves. Only organized people can do that.

No reason to stress out over Meet the Teacher this year! Check out these simple ways to rock your meet the teacher event!

Today’s snow day here in Omaha gives me the opportunity to share another lesson idea. I have used this lesson idea a few times as part of a unit on the civil rights movement, which also corresponds with African American History Month. This lesson idea goes along with the latter part of our unit on the civil rights movement. By this time, we have already studied events that spurred the civil rights movement as well as many of the early gains made by activists in this era. The purpose of this activity is to illustrate the different thinking that contributes to the splintering of the civil rights movement in the mid to late 1960s. I begin this lesson by asking students to analyze the Student Nonviolent Coordinating Committee’s (SNCC) Statement of Purpose from 1960 and to compare this to an excerpt from a speech by Stokely Carmichael (Chairman of SNCC) in 1966. Student Nonviolent Coordinating Committee Founding Statement, April, 1960 We affirm the philosophical or religious ideal of nonviolence as the foundation of our purpose, the presupposition of our belief, and the manner of our action. Nonviolence, as it grows from the Judeo-Christian tradition, seeks a social order of justice permeated by love. Integration of human endeavor represents the crucial first step towards such a society. Through nonviolence, courage displaces fear. Love transcends hate. Acceptance dissipates prejudice; hope ends despair. Faith reconciles doubt. Peace dominates war. Mutual regards cancel enmity. Justice for all overthrows injustice. The redemptive community supersedes immoral social systems. By appealing to conscience and standing on the moral nature of human existence, nonviolence nurtures the atmosphere in which reconciliation and justice become actual possibilities. Although each local group in this movement must diligently work out the clear meaning of this statement of purpose, each act or phase of our corporate effort must reflect a genuine spirit of love and good-will. Taken from http://www.crmvet.org/docs/sncc1.htm Black Power Address by Stokely Carmichael (SNCC Chairman), Oct. 1966 Now we are now engaged in a psychological struggle in this country, and that is whether or not black people will have the right to use the words they want to use without white people giving their sanction to it; and that we maintain, whether they like it or not, we gonna use the word "Black Power" -- and let them address themselves to that; but that we are not going to wait for white people to sanction Black Power. We’re tired waiting; every time black people move in this country, they’re forced to defend their position before they move. It’s time that the people who are supposed to be defending their position do that. That's white people. They ought to start defending themselves as to why they have oppressed and exploited us. And then, therefore, in a larger sense there's the question of black people. We are on the move for our liberation. We have been tired of trying to prove things to white people. We are tired of trying to explain to white people that we’re not going to hurt them. We are concerned with getting the things we want, the things that we have to have to be able to function. The question is, Can white people allow for that in this country? The question is, Will white people overcome their racism and allow for that to happen in this country? If that does not happen, brothers and sisters, we have no choice but to say very clearly, "Move over, or we’re going to move on over you." Excerpted from http://www.americanrhetoric.com/speeches/stokelycarmichaelblackpower.html This opening activity allows for practice analyzing primary source documents while also introducing the growing debate among activists over the best method to achieve their goals. After walking students through their analysis of these documents and leading a discussion about different views on civil rights, students are prompted to predict possible reasons that some civil rights activists began shifting away from nonviolence as a means of achieving change. This discussion of the merits of nonviolence vs. the appeal of violent resistance leads us toward the two people most associated with these divergent views on civil rights; Martin Luther King Jr. and Malcolm X. To further understand the beliefs of these two leaders, students will analyze primary and secondary sources and develop a fictional dialogue between the two men. Each student is assigned to play the role of either Malcolm X or Martin Luther King Jr. Students will analyze a secondary source to gain background knowledge about the figure they were assigned (I have used http://www.biography.com/ as a source for background information -- Martin Luther King Jr. and Malcolm X). Each student will also analyze a primary source to further explain each man’s opinion of the best way to advance civil rights for African Americans. Students assigned to Martin Luther King Jr. will read The Power of Nonviolence and those assigned to Malcolm X will read A Summing Up: Louis Lomax Interviews Malcolm X. When I have done this activity with my AP U.S. History class I leave the documents as they are, but for my honors 9th grade U.S. History class I have edited the readings to allow for improved comprehension. These readings could take a while to complete, so depending on the amount of class time available, they could be assigned as homework. It may also be beneficial to utilize think-pair-share or another strategy to allow students to discuss their readings with other students who had the same person in order to clarify key concepts. Next I pair each student with one of their classmates who had the opposite person. This pair of students is instructed to develop a fictional dialogue between Martin Luther King Jr. and Malcolm X. This dialogue must include a discussion of the goals of each man, their views as to the best way to achieve their goals, and the conversation must include at least four differences between the two leaders. When students finish their dialogue and I can see that they understand the different points of view concerning civil rights, then they are instructed to create an animated video that illustrates these differences. Xtranormal is a great source for this, it allows students to easily create animated videos in a short amount of time (GoAnimate offers a similar service as Xtranormal). Students will need to set up a free account (or the teacher could set up accounts ahead of time). Students may then choose a scene and characters (the free account limits these options somewhat, but there are still a number of choices). Xtranormal does have a Martin Luther King Jr. character, but there is no Malcolm X, so I suggest that students either choose different characters to represent these two men or that they shift their dialogue so that it is not Malcolm X and Martin Luther King talking, but rather different people discussing the views of these two. Students can then type their dialogue into Xtranormal and it will turn the text into speech. Students also have some limited options as to actions of their characters. I have found that many students get very interested in this lesson in part because they enjoy the opportunity to create animated videos on Xtranormal. Through this lesson idea, students gain a better understanding of the differing views of civil rights as personified by Martin Luther King Jr. and Malcolm X, they practice the skill of analyzing primary source documents, and student interest is piqued through the creation of an animated video that demonstrates the divergent views on civil rights.

Engaging History Presentations     Mr. Harms has designed a number of PowerPoint and Keynote presentations with Key Social Studies Concepts and Critical Thinking Questions to help students understand history. Designed by a teacher for teachers, this PowerPoint focuses on "Napoleon's Empire Collapses". Overview      This presentation is designed to give students an overview of The Collapse of Napoleon's European Empire. Students will be shown maps, animations and descriptions detailing these events. Customizable       The presentation is totally customizable, allowing you to add your own pictures, graphics and animations to take what we've done even farther. Benefit What is your time worth? Our basic pricing system for History Presentations is 10 cents per slide.  Some title slides may only take 30 seconds to create, but complex slides with animations and coordinated builds for complicated topics may take 30 minutes or more.  It's not unusual for a presentation to take between 3 and 7 hours of work.  What could you do with 6 or 7 free hours?    Topics Include      Topics include: Napoleon, Nationalism, Continental System, Peninsular War, Guerrilla Warfare, Invasion of Russia, Alexander I, Scorched Earth, Grande Army,  Leipzig, The Hundred Days, Island of Elbe, Waterloo, Duke of Wellington, St. Helena, Napoleonic Code, Lycées Included in The Presentation Package: 1.    Keynote Presentation 2.    Power Point Presentation 3.    Text edit file of the outline of the presentation and presenter's notes.
 The package is a digital download (Zip File) of these three items. Modern World History Presentations       We have a number of PowerPoints related to Modern World History. These units are proven to engage students in a way that text books and documentaries can’t. Hundreds of teachers are using these lesson plans to bring history to life for students. It’s a unit you’ll use year after year. Source:  McDougal Littel's World History: Patterns of Interaction Unit 5 Absolutism To Revolution Chapter 23 The French Revolution and Napoleon Section 4 "Napoleon's Empire Collapses" These materials were prepared by Harms LLC and have neither been developed, reviewed, nor endorsed by Houghton Mifflin Harcourt Publishing Company, publisher of the original WORLD HISTORY: Patterns of Interaction work on which this material is based.