A list of video resources that bring visibility to First Nations and Indigenous populations in Wisconsin and across the globe, and the historical debts owed to original occupants of these lands. Native American, First Nations and American Indian are terms used interchangeably throughout the resource.
How do amateur newspapers document the experiences of young people during the Progressive Era?
Young people writing and printing their own newspapers became popular in the late 1860s and 70s. This was a time of significant industrialization in the United States. With the invention of a small, hobby printing press, young people could make and share news via their own newspapers and grow communities by printing and swapping them.
This episode is part of The Look Back, a series made for learners in grades 4-6 that explores eras from Wisconsin’s history through artifacts. The collection is hosted by historians who model an inquiry process: sharing artifacts, asking questions, visiting archives and museums to learn more, telling the story of their findings as they go, and making connections to our lives today.
This African-American family was photographed in 1862 after Union forces captured the Sea Island coastal area of South Carolina. One of four photographs taken by Timothy O'Sullivan of the J. J. Smith plantation, this picture was subsequently exhibited at Alexander Gardner's Washington, D.C., photography gallery in September 1863. In contrast to this Beaufort, South Carolina, family the history of the slave family was usually characterized by constant efforts by enslaved African Americans to maintain continuity in the face of forced break-ups and sales (exemplified in the naming of children to mark lineage).
Students will create a timeline outlining various groups' struggles for equal opportunity and create a 30-second radio or video public service announcement (PSA).
Students will analyze shapes and patterns in a photograph, hear stories about people who were forced to move to internment camps because of their ethnicity, and create drawings that tell a story about a young girl's life in an internment camp.
Students will read primary source documents about the U.S. internment of Japanese Americans following the bombing of Pearl Harbor and will examine various versions of a photograph by Dorothea Lange and explore how cropping can evoke different effects.
Students observe physical characteristics of flowers and explore principles of pollination. Pollination is important in producing our food. Pollinators, like bees, are one example of a natural resource used in agriculture.
In this adaptation of a video that high school students created in collaboration with the Environmental Justice League of Rhode Island, learn what's whack about our current food systems and the many actions individuals can take to address these issues.
In this class, food serves as both the subject and the object of historical analysis. As a subject, food has been transformed over the last 100 years, largely as a result of ever more elaborate scientific and technological innovations. From a need to preserve surplus foods for leaner times grew an elaborate array of techniques -- drying, freezing, canning, salting, etc -- that changed not only what people ate, but how far they could/had to travel, the space in which they lived, their relations with neighbors and relatives, and most of all, their place in the economic order of things. The role of capitalism in supporting and extending food preservation and development was fundamental. As an object, food offers us a way into cultural, political, economic, and techno-scientific history. Long ignored by historians of science and technology, food offers a rich source for exploring, e.g., the creation and maintenance of mass-production techniques, industrial farming initiatives, the politics of consumption, vertical integration of business firms, globalization, changing race and gender identities, labor movements, and so forth. How is food different in these contexts, from other sorts of industrial goods? What does the trip from farm to table tell us about American culture and history?
During World War I, wartime inflation severely taxed the limited budgets of working-class families. Although wages also rose during the war, they could not keep up with prices. On February 20, 1917, after confronting pushcart peddlers who were charging exorbitant rates for necessities, thousands of women marched to New York's City Hall to demand relief. The food riot" precipitated a boycott campaign that eventually forced pushcart prices down. Women in Boston and Philadelphia took similar action."
On June 15, 1846, the United States and Britain signed a treaty dividing the Oregon Territory--which at that time stretched into British Columbia--at the forty-ninth parallel. The acquisition of Oregon, like the acquisition of Texas, was part of President Polk's program of territorial expansion. In 1847 the Illinois Journal, a newspaper based in Springfield, Illinois, decided to publish letters from former Illinoisans who had been tempted by the promise of Oregon and emigrated there. Readers curious about what life was like in the wild, northern territory got a mixed bag of reviews. While all the settlers agreed that the region was healthy, they had different views regarding its climate, soil, water, timber--and its overall capacity to provide permanent happiness to restless Americans. The newspaper's selections from these letters are included here.
The issue of protective legislation for women and mothers has divided reformers, labor unionists, legislators, courts, the military, and feminists since the end of the 19th century when a number of states passed statutes to limit women's work hours. At issue--equal treatment versus biological difference. During the Cold War era, this question informed the debate on the role of women in the military. Although the Women's Armed Services Integration Act of 1948 established a permanent presence for women in all branches of the armed forces, a new Army regulation in October 1949 required the discharge of female servicewomen with children under the age of 18. To guarantee passage of the Armed Forces Reserve Act of 1952, during the Korean War, a provision was dropped that would have reversed this regulation. Thus mothers of dependent children were ineligible to enlist in reserve units and were discharged after childbirth or adoption. In the following Congressional session, the Senate passed S. 1492, allowing the reinstatement of women with dependent children. The bill, however, died in the House Committee on Armed Services and failed to become law. In the following testimony to the Senate subcommittee on S. 1492, Mrs. Anna Gordon, a Reserve officer in the WAVES (Women Accepted for Volunteer Emergency Service--U.S. Navy Women's Reserve), emphasized that many mothers successfully combined motherhood and careers. She further argued that skilled, experienced women dedicated to military careers were too valuable for the nation to discard at a time of Cold War uncertainty. In the 1970s, Congress finally passed a law that allowed women with dependent children to enlist.
In this assignment, students think about four events that would affect a country's exchange rate. Without actually drawing a supply and demand diagram, students say what direction, if at all, each curve would shift--and whether the currency would appreciate or depreciate as a result.
Few Anglos lived in San Antonio after the Texas Revolution of 1835-36 and Tejanos (Texas-Mexicans) continued their rule. Juan Nepomuceno Seguin was born into a prominent tejano family and had close ties with Stephen Austin, leader of the first American settlers in Texas. He became mayor or alcade at an early age and fought on the Anglo side with the coming of Texas' revolt against Mexico. However, his political situation increasingly became fragile because of the changing balance of power and Anglos' efforts to wrest control. When the Mexican General Vasquez captured San Antonio in 1842, he announced that Seguin held loyalties to Mexico and Seguin's enemies denounced him as a spy. Seguin fled to Mexico. Those Tejanos who remained in Texas often found their livestock and corn stolen; others had their land taken in disputes. After the Mexican War of 1846-48, Seguin returned north. The writing and publication of the Personal Memoirs of John N. Seguin was part of his effort to set the story straight and appeal to Americans while also lashing out about the conflicted position of Mexican Texans.
A site that has interesting information on forensics and interactive activities for kids to play. The student will learn investigative techniques that will enable them to better understand the science of forensics. The use will explore new technology related to anthropology and forensics.
Most historians who have written about the 1903 strike of Mexican and Japanese farm workers against the Oxnard, California, sugar beet growers have relied on John Murray's first-hand account of the strike and its aftermath. Murray, a socialist union organizer, went to Oxnard after learning of the strike through newspaper accounts of strike-related violence and rioting. Along with fellow union organizer Fred C. Wheeler, Murray assisted the farm workers' union, the Japanese-Mexican Labor Association (JMLA), in negotiations with the Western Agricultural Contracting Company, which contracted laborers for local sugar beet farmers. When the American Federation of Labor refused to grant a charter to the JMLA unless the union excluded all Asian workers, Murray wrote this article, "A Foretaste of the Orient," as both a chronicle of the strike and as a biting criticism of the AFL's refusal to accept Asian- and African-American workers as members.
Educators use formative assessment to continually reflect and improve their skills related to these practices. The Formative Assessment video is a resource that can be used to support educators' professional development related to assessment literacy. Use the Video Supplement & Resource Guide to enhance your facilitation of this professional development opportunity.
Elizabeth Hobbs Keckley was born in slavery in Virginia around 1818 and purchased her freedom in 1855. In 1862 she was living in Washington DC and working as a skilled dressmaker; her principal client was Mary Todd Lincoln, wife of the president. Keckley sympathized with the former slaves, or "contraband," as they were called, who fled to the relative safety of Washington during the Civil War. The Contraband Relief Association, which Keckley founded and headed, gathered funds and clothing for the poor former slaves. Yet, as her rather condescending remarks make clear, Keckley felt superior to the people she helped. Keckley's memoir Behind the Scenes was published in 1868. The book included revelations about Mary Lincoln's private life, and, feeling betrayed, the former First Lady shunned Keckley. Her dressmaking business declined, and she died in poverty in 1907 at the Home for Destitute Women and Children in Washington, one of the institutions she had helped to found.
How and why do we participate in public life? How do we get drawn into community and political affairs? In this course we examine the associations and networks that connect us to one another and structure our social and political interactions. Readings are drawn from a growing body of research suggesting that the social networks, community norms, and associational activities represented by the concepts of civil society and social capital can have important effects on the functioning of democracy, stability and change in political regimes, the capacity of states to carry out their objectives, and international politics.
For workers at the Pullman Palace Car Company in the 1890s, home was the company town of Pullman, Illinois, and rent was deducted from their wages. While owner George Pullman touted it as a model town, the men and women who labored there during the 1893 depression endured starvation wages, deplorable living and working conditions, and, worst of all, Pullman's paternalistic control over all aspects of their lives. Workers appealed to the American Railway Union (ARU), which organized a nationwide strike and boycott against Pullman. In this open letter in the Chicago Herald in June 1894, as the strike began, Pullman explained his motives for cutting wages during the economic depression of 1893.