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    • History, the Past, and Public Culture: Results from a National Survey
      • Introduction
      • 1. How Does the Public Define “History”?
      • 2. Why Does the Public Care about the Past (If It Cares at All)?
      • 3. Where Do People Get Their History?
      • 4. Which Sources of the Past Are Viewed as Trustworthy?
      • 5. How Does the Public Want to Learn about the Past?
      • 6. What Have the Public’s History Education Experiences Been Like?
      • 7. What Aspects of the Past Does the Public Want to Learn More About?
      • 8. How Much Does the Public Value the Field of History and Historians’ Work?
      • 9. What Are the Public’s Attitudes toward a Changing and Uncomfortable Past?
      • 10. Is There a Link between Historical Outlooks and Civic Engagement?
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AHA Teaching & Learning Teaching Resources for Historians Teaching and Learning in the Digital Age The History of the Americas Migration and the American South

In This Section

  • The History of the Americas
  • World History
  • Imperialism: European, American, and Japanese
  • Creation Stories and Epics
  • Social Science Laboratories via the Web: Active Learning with Data
  • The World History Survey: Visual Literacy and Associative Thought
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  • Images of Power: Art as an Historiographic Tool
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  • Did the Sans-Culottes Wear Nikes? The Impact of Electronic Media on the Understanding and Teaching of History
  • Links for the AHA Teaching and Learning Project

Migration and the American South

By John Beck
Vance-Granville Community College 

Contents

Biography

Reflective Essay

Project Summary

How to Use This Case Study: A Guide for Students and Teachers

Migration and the Twentieth-Century South: An Overview

Study Questions

Population Statistics

Agricultural Statistics

Images of Farming

Business, Industry, and Government

Interviews

Annotated Bibliography of Primary Resources

Acknowledgements

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