OER and ZTC by Subject (A-Z)

Provides links to documents, speeches and other resources in World and American History, including maps and primary sources.

Includes websites to gain access to vital records, obituaries, cemetery records, war records in online daatbases, blog and e-journal sites.

Includes immigrant ships and passenger lists, search options by ethnic groups, and a variety of map resources.

Provides links to webinars and instructional materials about genealogy along with family history websites.

Links to Holocaust studies, news, videos, and lectures.

Links to digital collections/archives at libraries and other institutions.

Links to resources about elections, human rights, economic institutions, international relations, international statistics, and news organizations.

Includes links to departments, agencies, statistics, and more.

The content of this textbook has been developed and arranged to provide a logical progression from the fundamental principles of institutional design at the founding, to avenues of political participation, to thorough coverage of the political structures that constitute American government. The book builds upon what students have already learned and emphasizes connections between topics as well as between theory and applications.

Provides a strong foundation in global political systems, exploring how and why political realities unfold. Rich with examples of individual and national social action, this text emphasizes students’ role in the political sphere and equips them to be active and informed participants in civil society.

Designed to meet the scope and sequence requirements of most introductory courses. The text provides a balanced approach to U.S. history, considering the people, events, and ideas that have shaped the United States from both the top down (politics, economics, diplomacy) and bottom up (eyewitness accounts, lived experience). U.S. History covers key forces that form the American experience, with particular attention to issues of race, class, and gender.

Introduces students to a global perspective of history couched in an engaging narrative. Concepts and assessments help students think critically about the issues they encounter so they can broaden their perspective of global history. A special effort has been made to introduce and juxtapose people’s experiences of history for a rich and nuanced discussion. Primary source material represents the cultures being.discussed from a firsthand perspective whenever possible. World History, Volume 1: to 1500 also includes the work of diverse and underrepresented scholars to ensure a full range of perspectives.

Introduces students to a global perspective of history couched in an engaging narrative. Concepts and assessments help students think critically about the issues they encounter so they can broaden their perspective of global history. A special effort has been made to introduce and juxtapose people’s experiences of history for a rich and nuanced discussion. Primary source material represents the cultures being discussed from a firsthand perspective whenever possible. World History, Volume 2: from 1400 also includes the work of diverse and underrepresented scholars to ensure a full range of perspectives.

From the authors: "Yawp" is drawn from Walt Whitman’s Song of Myself. Textbooks often struggle to find a theme and in Whitman’s words, we found one we could work with: “I too am not a bit tamed—I too am untranslatable. I sound my barbaric yawp over the roofs of the world.” Whitman’s “untranslatable, barbaric yawp” is a nice symbol of the chorus and cacophony of American history. We hope our text can likewise capture the chorus and cacophony of contemporary scholarship in a manner that’s accessible for our students.

This is the textbook for an undergraduate survey course taught at all the universities and most of the colleges in the Minnesota State system. Similar courses are taught at institutions around the United States and the world, so the authors have made the text available as an open educational resource that teachers and learners can read, adapt, and reuse to meet their needs. We’d like to hear from people who have found the text useful, and we’re always open to questions and suggestions.