The American Historical Association is the largest professional organization serving historians in all fields and all professions. Videosclone wars adventures. The AHA is a trusted voice advocating for history education, the professional work of historians, and the critical role of historical thinking in public life. Our primary resources for History are great for helping your pupils take a trip through time. Discover dinosaur fossils, analyse ancient civilisations or explore Ancient Egyptian artifacts with our curriculum-aligned resources. The mission of the Division of Historical Resources is to preserve and celebrate New Hampshire’s irreplaceable historic resources through programs and services that provide education, stewardship, and protection. Agency Overview. New Hampshire's 'State Historic Preservation Office' was established in 1974 as the Division of Historical. The mission of the Division of Historical Resources is to preserve and celebrate New Hampshire’s irreplaceable historic resources through programs and services that provide education, stewardship, and protection. Agency Overview.
FPO Modifies Operations in Response to COVID-19
The Park History Program/Federal Preservation Office (FPO) is announcing modifications to operations to implement the latest guidance from the White House, Centers for Disease Control & Prevention (CDC), and local and state authorities to promote social distancing. At this time, the FPO remains open, although all employees are teleworking from home in response to the COVID-19 virus and to help ensure their health and well being. FPO staff may continue to be reached by phone and email.
Park National Register Nominations continue to be reviewed for content, but will only be accepted electronically, and may not be submitted to the National Register Program until normal, in-office operations resume. As the situation continues to be reassessed, we will keep you apprised of any new developments or changes in our operations as we get more information.
We appreciate your understanding during this period. Stay healthy!
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The Park History Program, begun in 1931, preserves and protects our nation’s cultural and natural resources by conducting research on national parks, national historic landmarks, park planning and special history studies, oral histories, and interpretive and management plans. Our staff helps evaluate proposed new parks, and we support cultural resources personnel in parks, regional offices, and Washington in all matters relating to the history and mission of the Park Service.
Located in Washington and led by the chief historian, the program offers a window into the historical richness of the National Park System and the opportunities it presents for understanding who we are, where we have been, and how we as a society, might approach the future. For questions about any of the program areas below, please contact us.
Park History Program Areas
- For the National Park Service oral history has long been an invaluable way to document the history of individual parks and the people and events the parks commemorate. Interviews also safeguard the collective memory and expertise of the people who have shaped the Park Service over the years.
Historic grave markers on the Chilkoot Trail,
Klondike Gold Rush National Historical Park, Alaska. - As the Deputy Federal Preservation Office for the National Park Service, we manage park National Register documentation and assist parks and regional offices with Register and National Historic Landmark preparation.
Scholar Resources
- The Maritime Heritage program documents and protects National Park Service and nationally significant maritime resources. It also administers the National Maritime Heritage Grant Program that provides matching funds for maritime preservation, restoration and education.
- The National Park Service recognizes the value added to its conservation mission by a comprehensive understanding of the agency’s history. The origins and development of our parks and programs tell their own story about how Americans have identified, managed, and interpreted special places across the country.
When you analyze a primary source, you are undertaking the most important job of the historian. There is no better way to understand events in the past than by examining the sources — whether journals, newspaper articles, letters, court case records, novels, artworks, music or autobiographies — that people from that period left behind.
Each historian, including you, will approach a source with a different set of experiences and skills, and will therefore interpret the document differently. Remember that there is no one right interpretation. However, if you do not do a careful and thorough job, you might arrive at a wrong interpretation.
In order to analyze a primary source you need information about two things: the document itself, and the era from which it comes. You can base your information about the time period on the readings you do in class and on lectures. On your own you need to think about the document itself. The following questions may be helpful to you as you begin to analyze the sources:
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Us History Resources For Teachers
- Look at the physical nature of your source. This is particularly important and powerful if you are dealing with an original source (i.e., an actual old letter, rather than a transcribed and published version of the same letter). What can you learn from the form of the source? (Was it written on fancy paper in elegant handwriting, or on scrap-paper, scribbled in pencil?) What does this tell you?
- Think about the purpose of the source. What was the author’s message or argument? What was he/she trying to get across? Is the message explicit, or are there implicit messages as well?
- How does the author try to get the message across? What methods does he/she use?
- What do you know about the author? Race, sex, class, occupation, religion, age, region, political beliefs? Does any of this matter? How?
- Who constituted the intended audience? Was this source meant for one person’s eyes, or for the public? How does that affect the source?
- What can a careful reading of the text (even if it is an object) tell you? How does the language work? What are the important metaphors or symbols? What can the author’s choice of words tell you? What about the silences — what does the author choose NOT to talk about?
Now you can evaluate the source as historical evidence.
- Is it prescriptive — telling you what people thought should happen — or descriptive — telling you what people thought did happen?
- Does it describe ideology and/or behavior?
- Does it tell you about the beliefs/actions of the elite, or of “ordinary” people? From whose perspective?
- What historical questions can you answer using this source? What are the benefits of using this kind of source?
- What questions can this source NOT help you answer? What are the limitations of this type of source?
- If we have read other historians’ interpretations of this source or sources like this one, how does your analysis fit with theirs? In your opinion, does this source support or challenge their argument?
Remember, you cannot address each and every one of these questions in your presentation or in your paper, and I wouldn’t want you to. You need to be selective.
– Molly Ladd-Taylor, Annette Igra, Rachel Seidman, and others