The National Humanities center presents reading guides with primary source materials for the study of The Making of African American Identity, Volume 2: 1865-1917. Primary source materials include paintings, sculpture, narratives, autobiographies, short stories, essays, songs, letters, poems, photographs, interviews, and more. Sources are divided into the topics: Freedom, Identity, Institutions, Politics, and Forward.

On September 18, 1895 Booker T. Washington, the noted African-American educator who was born a slave in 1858, spoke before the Cotton States and International Exposition in Atlanta. His Atlanta Compromise address, as it came to be called, was one of the most important and influential speeches in American history. Acutely conscious of the narrow limitations whites placed on African Americans' economic aspirations, Washington stressed that blacks must accommodate white people's--and especially southern whites'--refusal to tolerate blacks as anything more than sophisticated menials. In this excerpt from his best-selling autobiography Up From Slavery (1901) Washington explained some of the circumstances surrounding the unprecedented invitation for him to speak before a biracial audience.

Making The Right Money Moves is used to teach young adults in a high school classroom basic money management skills, including how to access and manage credit responsibly.
What are the program components?
There are four curriculum components provided to each school, including:
The Student Workbook imprinted with your credit union's logoThe video, Check It Out!! Ã¢â‚¬â€œ checking account convenience, management and the 5 C's of creditThe CD exercise, You're On Your Own Ã¢â‚¬â€œ money managementThe Teacher's Guide
Teachers request the number of workbooks needed for their classes and a Teacher's Guide. The school media center receives and catalogs the CD. The video is available online. You receive the fifth component directly: The Credit Union Guide, which provides ideas and recommendations for maximizing your participation in the program.

On April 2, 1917, President Woodrow Wilson went before a joint session of Congress to seek a Declaration of War against Germany in order that the world "be made safe for democracy." Four days later, Congress voted to declare war, with six senators and fifty congressmen dissenting. "It is a fearful thing," he told Congress in his speech, "to lead this great peaceful people into war, into the most terrible and disastrous of all wars, civilization itself seeming to be in the balance." Wilson did not exaggerate; in 1917 the war in Europe had already lasted two-and-a-half bloody years and had become one of the most murderous conflicts in human history. By the time the war ended a year and a half later, an entire generation was decimated--France alone lost half its men between the ages of twenty and thirty-two. The maimed bodies of millions of European men who survived bore mute testimony to the war's savagery.

This is a great interactive website that teaches about the make reproductive system:
What Is the Male Reproductive System?What Does the Male Reproductive System Do?Problems Affecting the Male Reproductive System

When members of the Steel Workers Organizing Committee (SWOC) decided to strike the "Little Steel" companies in May 1937, they could hardly have expected it to result in a massacre. On the afternoon of Memorial Day, a flag-waving, ethnically diverse group set out for the company's Republic Steel's main gate but were stopped by a large contingent of policemen. When one of the policemen suddenly and inexplicably fired his revolver into the front of the crowd the march turned into a massacre. In the end, Chicago's police killed ten fleeing workers, wounded thirty more and beat fifty-five so badly they required hospitalization. Lupe Marshall, a housewife and volunteer social worker in South Chicago was among those beaten. She gave this testimony to the U.S. Senate Committee on Education and Labor, known informally as the La Follette Committee for its chair, Senator Robert La Follette, and charged with investigating the incident.

Management Information Systems (MIS) is a formal discipline within business education that bridges the gap between computer science and the well-known business disciplines of finance, marketing, and management.

This course provides an overview of concepts related to how to manage the capital of an organization. Course content includes the calculation of cost of capital, how to select the right mix of capital, and how financial markets work in raising capital. Course Level: Beginner to Intermediate - No prior knowledge of capital management is required although some understanding of capital management will be helpful. Recommended for 2.0 hours of CPE. Course Method: Inter-active self study with audio clips, self-grading exam, and certificate of completion.

Large factories such as the Lowell textile mills, with their thousands of employees and imposing structures, were the exception in the United States' early industrial development. More commonly, small manufactories sprang up throughout the northeastern United States wherever a fast moving stream was available to provide water power. N. B. Gordon was the general manager as well as the chief mechanic and mill agent at the Union Cotton and Woolen Manufactory, a small textile company in the southeastern Massachusetts town of Mansfield. His work diary chronicled the everyday difficulties he faced in keeping the mill operating, including such problems as broken machines and too little water to power the mill. Highly independent employees caused him headaches, too.

This course provides a concise overview of concepts related to the management of cash flows. Some of the principles taught in this course include measurement of cash flow cycles, cash flow forecasting, and short-term financing. The purpose of this course is to introduce principles and practices related to managing cash flows. Course Level: Beginner to Intermediate - No prior knowledge of cash flow management is required although some understanding of financial management can be helpful. Recommended for 2.0 hours of CPE. Course Method: Inter-active self study with audio clips, self-grading exam, and certificate of completion.

Suggestions for keeping track of your teaching materials, your students, and their work.

This course provides a good overall understanding of how to manage projects. The course includes an overview of the Project Management Body of Knowledge (PMBOK) developed by the Project Management Institute. The course also includes a quick outline on Earned Value Management and touches on a few advanced topics such as Enterprise Architecture. Level: Introduction - No prior knowledge is required; however some business experience will help in understanding some of the concepts. Recommended for 2.0 hours of CPE. Course Method: Inter-active self study with self-grading exam, and certificate of completion.

Tina Maples' eighth-grade language arts students are serious about their work they do. When students work on projects they care about -- what Maples calls "brain food" -- they manage the classroom themselves.

The mandala assignment allows students to demonstrate learning using figurative language in an artistic format.

In 1899 Americans divided sharply over whether to annex the Philippines. Annexationists and anti-annexationists, despite their differences, generally agreed that the U.S. needed opportunities for commercial expansion but disagreed over how to achieve that goal. Few believed that the Philippines themselves offered a crucial commercial advantage to the U.S., but many saw them as a crucial way station to Asia. "Had we no interests in China," noted one advocate of annexation, "the possession of the Philippines would be meaningless." In the Paris Peace negotiations, President William McKinley demanded the Philippines to avoid giving them back to Spain or allowing a third power to take them. One explanation of his reasoning came from this report of a delegation of Methodist church leaders. The emphasis on McKinley's religious inspiration for his imperialist commitments may have been colored by the religious beliefs of General James Rusling. But Rusling's account of the islands, falling unbidden on the U.S., and the arguments for taking the islands reflect McKinley's official correspondence on the topic. McKinley disingenuously disavowed the U.S. military action that brought the Philippines under U.S. control, and acknowledged, directly and indirectly, the equally powerful forces of racism, nationalism, and especially commercialism, that shaped American actions.

The Japanese attack on Pearl Harbor, Hawaii, on December 7, 1941, stunned virtually everyone in the United States military. Japan's carrier-launched bombers found Pearl Harbor totally unprepared. President Franklin Roosevelt quickly addressed Congress to ask for a declaration of war. In the wake of the attack and Roosevelt's speech, folklorists employed by the Library of Congress rushed out to the streets of Washington, D. C., to record public reaction. The selection of "man on the street" interviews showed a wide range of public responses to the attack and to FDR's speech. Young servicemen seemed most concerned about canceled furloughs, while a Polish immigrant swore his undying loyalty to the United States. African Americans in a poolhall insisted on their people's contribution to American history.

President Calvin Coolidge captured the spirit of the 1920s when he announced in a speech before the Society of American Newspaper Editors that "the chief business of the American people is business." Coolidge's aphorism revealed the centrality of commerce to the nation and its culture in the 1920s, even while it concealed some of the wrenching cultural changes required to accommodate a commercial civilization. An even more forceful publicist for the view that business and spirituality were compatible was Bruce Barton. The son of a Congregational minister, Barton cofounded one of the nation's largest and best-known advertising agencies. Barton's greatest fame, however, came from the best-selling book that he published in 1925, The Man Nobody Knows, in which he crafted a new vision of Christ and Christianity that was not simply compatible with, but organically connected to, the business-oriented 1920s. Barton's aggressive efforts to merge business and Christianity may seem comical in the late 20th century, but his exertions were sincerely felt by him and sincerely received by many Americans. The Jaqua Way, a business publication, offered on its first page the hymn, "A Man's Thanksgiving," in the which author thanked the "God of business men" for "my customers and for the power to serve them faithfully."

Migration across the Atlantic often involved a series of stages, drawing people to London before they embarked on their journey. John Harrower, a 40-year-old shopkeeper and tradesman, lived in the far north of the British Isles. Like many of the 40,000 residents of the Scottish Highlands who left after 1760, he faced poverty and little opportunity. Harrower initially planned to travel to the Netherlands but ended up in London. The great metropolis, the largest in the western world, swelled as thousands looked unsuccessfully for employment. After several weeks, Harrower signed an indenture to travel to Virginia as a schoolmaster. He sailed with 71 other male indentees, some from London, but many others from across England and Ireland. With his relatively privileged training, Harrower was fortunate and found a new life on a tidewater plantation. These excerpts from his journal tell of his time in London, journey across the Atlantic, and arrival in Virginia.

The emotional and highly publicized case of Nicola Sacco and Bartolomeo Vanzetti became a touchstone and rallying cry for American radicals in the early 20th century. The two Italian immigrants were accused in 1920 of murdering a paymaster in a holdup. Although the evidence against them was flimsy, they were readily convicted, in large part because they were immigrants and anarchists. Despite international protests, they were executed on August 23, 1927. The case was commemorated in an outpouring of literary expression. On the first anniversary of the execution, the Nation published Malcolm Cowley's "For St. Bartholomew's Day." The poem ended in defiance and resolve, when Cowley invoked Sacco and Vanzetti as saints martyred to the cause of freedom. In an ironic gesture, he used images of Catholicism to commemorate the two devout anarchists (and thus atheists) and to proclaim them as spiritual leaders.