Teaching Materials
Ask a Master Teacher
Lesson Plan Gateway
Lesson Plan Reviews
State Standards
Teaching Guides
Digital Classroom
Ask a Digital Historian
Tech for Teachers
Beyond the Chalkboard
History Content
Ask a Historian
Beyond the Textbook
History Content Gateway
History in Multimedia
Museums and Historic Sites
National Resources
Quiz
Website Reviews
Issues and Research
Report on the State of History Education
Research Briefs
Roundtables
Best Practices
Examples of Historical Thinking
Teaching in Action
Teaching with Textbooks
Using Primary Sources
TAH Projects
Lessons Learned
Project Directors Conference
Project Spotlight
TAH Projects
About
Staff
Partners
Technical Working Group
Research Advisors
Teacher Representatives
Privacy
Quiz Rules
Blog
Outreach
Subscribe
Teaching History.org logo and contact info

Rise of the Automobile

Central Question: How did the rise of the automobile affect U.S. economics, culture, and society?

What Textbooks Say

Textbooks assemble three main narratives in automobile history: Henry Ford and the Ford Motor Company, the rise of modern industry, and the rise of leisure culture. [...] »

What Historians Say

The textbook portrait misses the critical economic, social, and cultural importance of the automobile age, and the complexity of the automobile's development and impact on American life. [...] »

What Sources Say

In primary sources, the automobile stands at the center of shifts in American definitions of work and the "good life." [...] »

Abstract

Photo, Model A Ford in front of antique gas pumps, August 4, 2007, Flickr

The car is something that all students recognize and, in all likelihood, use every day. Considering the many aspects of the automobile and auto use can spur them to think about the fundamental changes that accompanied America's entry into the 20th century and our continued development today. Explore three main textbook narratives and other ways of examining the complex history of automobiles in America.

Read the full essay and explore the sources.   »
 

Ask a Historian

What do Presidents Ulysses Grant and Franklin Roosevelt have in common? Both were accused of packing the Supreme Court.

Ask a Master Teacher

Teach your students to learn, care, and think internationally.

Ask a Digital Historian

Factual accuracy isn't the main deterrent to citing Wikipedia.
 

Thank you for visiting Teaching History.org, the National History Education Clearinghouse. You can also find us at Facebook (http://www.facebook.com/group.php?v=wall&ref=ts&gid=68079071514) and Twitter (http://twitter.com/teachinghistory), where you can participate in a larger community of history educators.