What do hit records tell us about life and business in post-WWI …
What do hit records tell us about life and business in post-WWI Wisconsin?
After World War I, factories and mass production were booming—and so was the record business! People had income to buy records and record players, and companies took notice. Paramount Records, started by the Wisconsin Chair Company based in Port Washington, sold records by well-known musicians of the time until the Great Depression crashed the party.
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.
In the dramatic 1919 steel strike, 350,000 workers walked off their jobs …
In the dramatic 1919 steel strike, 350,000 workers walked off their jobs and crippled the industry. The U.S. Senate Committee on Education and Labor set out to investigate the strike while it was still in progress. In his testimony before the committee, George Milkulvich, an immigrant from the Croatian region of Dalmatia (along the eastern shore of the Adriatic Sea), gave a straightforward explanation of what he was striking for--"better treatment."
Foundations of Business Law and the Legal Environment is an up-to-date textbook …
Foundations of Business Law and the Legal Environment is an up-to-date textbook with comprehensive coverage of legal and regulatory issues for your introductory Legal Environment or Business Law course.
The text is organized to permit instructors to tailor the materials to their particular approach.
The authors take special care to engage students by relating law to everyday events with which they are already familiar with their clear, concise and readable style.
Business Law and the Legal Environment provides students with context and essential concepts across a broad range of legal issues with which managers and business executives must grapple. The text provides the vocabulary and legal savvy necessary for business people to talk in an educated way to their customers, employees, suppliers, government officials — and to their own lawyers.
Advances in cognitive science have resolved, clarified, and sometimes complicated some of …
Advances in cognitive science have resolved, clarified, and sometimes complicated some of the great questions of Western philosophy: what is the structure of the world and how do we come to know it; does everyone represent the world the same way; what is the best way for us to act in the world. Specific topics include color, objects, number, categories, similarity, inductive inference, space, time, causality, reasoning, decision-making, morality and consciousness. Readings and discussion include a brief philosophical history of each topic and focus on advances in cognitive and developmental psychology, computation, neuroscience, and related fields. At least one subject in cognitive science, psychology, philosophy, linguistics, or artificial intelligence is required. An additional project is required for graduate credit.
" This course explores the foundations of policy making in developing countries. …
" This course explores the foundations of policy making in developing countries. The goal is to spell out various policy options and to quantify the trade-offs between them. We will study the different facets of human development: education, health, gender, the family, land relations, risk, informal and formal norms and institutions. This is an empirical class. For each topic, we will study several concrete examples chosen from around the world. While studying each of these topics, we will ask: What determines the decisions of poor households in developing countries? What constraints are they subject to? Is there a scope for policy (by government, international organizations, or non-governmental organizations (NGOs))? What policies have been tried out? Have they been successful?"
Students will examine the purpose, forms, and limitations on government. They will …
Students will examine the purpose, forms, and limitations on government. They will learn about key philosophers like John Locke and explore practical examples of government functions. Students will complete this unit with an understanding of different forms of government, key influences on American democratic principles, and distinguishing features of governments around the world.
" As we read broadly from throughout the vast chronological period that …
" As we read broadly from throughout the vast chronological period that is "Homer to Dante," we will pepper our readings of individual ancient and medieval texts with broader questions like: what images, themes, and philosophical questions recur through the period; are there distinctly "classical" or "medieval" ways of depicting or addressing them; and what do terms like "Antiquity" or "the Middle Ages" even mean? (What are the Middle Ages in the "middle" of, for example?) Our texts will include adventure tales of travel and self-discovery (Homer's Odyssey and Dante's Inferno); courtroom dramas of vengeance and reconciliation (Aeschylus's Oresteia and the Icelandic NjĚÁls saga); short poems of love and transformation (Ovid's Metamorphoses and the Lais of Marie de France); and epics of war, nation-construction, and empire (Homer's Iliad, Virgil's Aeneid, and the Anglo-Saxon Beowulf)."
This subject offers a broad survey of texts (both literary and philosophical) …
This subject offers a broad survey of texts (both literary and philosophical) drawn from the Western tradition and selected to trace the growth of ideas about the nature of mankind's ethical and political life in the West since the renaissance It will deal with the change in perspective imposed by scientific ideas, the general loss of a supernatural or religious perspective upon human events, and the effects for good or ill of the increasing authority of an intelligence uninformed by religion as a guide to life. The readings are roughly complementary to the readings in 21L001, and classroom discussion will stress appreciation and analysis of texts that came to represent the cultural heritage of the modern world.
This course comprises a broad survey of texts, literary and philosophical, which …
This course comprises a broad survey of texts, literary and philosophical, which trace the development of the modern world from the seventeenth to the early twentieth century. Intrinsic to this development is the growth of individualism in a world no longer understood to be at the center of the universe. The texts chosen for study exemplify the emergence of a new humanism, at once troubled and dynamic in comparison to the old. The leading theme of this course is thus the question of the difference between the ancient and the modern world. Students who have taken Foundations of Western Culture I will obviously have an advantage in dealing with this question. Classroom discussion approaches this question mainly through consideration of action and characters, voice and form.
This class continues our study of the foundational texts of human culture, …
This class continues our study of the foundational texts of human culture, focusing on early modernity until the recent past. In many ways, this includes several questions such as: Why did these works achieve the fame and influence they achieved? How do they present what it means to be a human being? How do they describe the role of a member of a family, community, tradition, social class, gender? How do they distinguish between proper and improper behavior? How do they characterize the members of other groups? However, in several ways, these texts are also iconoclastic, breaking with centuries of established tradition to shed light on previously unexplored subjects, such as the status of women in society or the legacy of the colonial expansion of European countries. They also question well-established social beliefs like religion, monarchical rule and human nature in general.
This course aims to introduce students to the rich diversity of human …
This course aims to introduce students to the rich diversity of human culture from antiquity to the early 17th century. In this course, we will explore human culture in its myriad expressions, focusing on the study of literary, religious and philosophical texts as ways of narrating, symbolizing, and commenting on all aspects of human social and material life. We will work comparatively, reading texts from various cultures: Mesopotamian, Greek, Judeo-Christian, Chinese, Indian, and Muslim. Throughout the semester, we will be asking questions like: How have different cultures imagined themselves? What are the rules that they draw up for human behavior? How do they represent the role of the individual in society? How do they imagine 'universal' concepts like love, family, duty? How have their writers and artists dealt with encounters with other cultures and other civilizations?
This lesson is designed to introduce students to the Constitution. It can …
This lesson is designed to introduce students to the Constitution. It can be used as a one-day lesson to fulfill the Constitution Day requirement or as a means to begin a conversation about the framers of the Constitution. It has been carefully designed to highlight the three spheres of civic education as detailed by the National Constitution Center; that is, the lesson includes civic knowledge, active citizenship, and democratic deliberation.
The Founders’ Library refers to the prior knowledge the Founding Fathers brought to the Philadelphia Convention of 1787. Students will examine these ideas and use them to analyze the Constitution and Bill of Rights. At the same time, students will be considering ideas and information that relate to their own lives.
Students will finish the lesson by considering the idea of prior knowledge. Each student will be asked to think of books, music, movies, or television shows that impact ideas about the United States. The combination of personal experience and the critical examination of the Constitution will allow the students to have a deeper understanding of the creative imagination that was necessary to write and debate the Constitution of the United States
This lesson is designed for one forty-five minute high school class period. It does not have to be limited to the social studies classroom, but can be completed in a variety of settings from a small seminar to a traditional humanities classroom.
This lesson builds student understanding of the relationships between the United States’ …
This lesson builds student understanding of the relationships between the United States’ founding documents by comparing and contrasting the Declaration of Independence, the U.S. Constitution, and the Bill of Rights. Using a close reading guide, students will explore the key concepts in Jeffrey Rosen and David Rubenstein’s “Constituting Liberty: From the Declaration to the Bill of Rights,” accessible on the Interactive Constitution at constitutioncenter.org/interactive-constitution.
Your students can more fully explore the U.S. Constitution’s history and what it means today with the new Interactive Constitution, where scholars of different perspectives discuss what they agree upon, and what they disagree about. These experts were selected with the guidance of leaders of two prominent constitutional law organizations—The American Constitution Society and The Federalist Society. This project is sponsored by a generous grant from the John Templeton Foundation.
Please note that the link in the lesson plan for “Constituting Liberty: From the Declaration to the Bill of Rights” is rather difficult to locate, but is available here: https://constitutioncenter.org/media/files/13_Exhibition_Pamphlet.pdf.
During World War I, the United States fought a war of ideas …
During World War I, the United States fought a war of ideas with unprecedented ingenuity and organization. President Woodrow Wilson established the Committee on Public Information (CPI) to manage news and solicit widespread support for the war at home and abroad. Under the energetic direction of Mississippi newspaper editor George Creel, the CPI churned out national propaganda through diverse media. Creel organized the "Four Minute Men," a virtual army of volunteers who gave brief speeches wherever they could get an audience--in movie theaters, churches, synagogues, and labor union, lodge, and grange halls. Creel claimed that his 75,000 amateur orators had delivered over 7.5 million speeches to more than 314 million people. CPI publications from the Four Minute Man crusade offered tips on developing and delivering a brief, effective speech--the predecessor to today's "sound bite." They also recognized diverse audiences, with reports of Yiddish speakers in theaters and workplaces, a Sioux Four Minute Man, and a speech called "The Meaning of America" delivered in seven languages.
In this video segment from The Supreme Court, learn about the 1883 …
In this video segment from The Supreme Court, learn about the 1883 Supreme Court decision that marked the end of federal protections for individuals in states and the beginning of Jim Crow segregation.
Little Rosebud's Lovers was written in 1886 by Laura Jean Libbey, a …
Little Rosebud's Lovers was written in 1886 by Laura Jean Libbey, a popular author of popular fiction. Between 1882 and 1902, she wrote more than 50 different serials for the story papers. She was particularly known for placing working-girl heroines within sensational and melodramatic plots. In this selection, the first chapter of Little Rosebud's Lovers, the heroine finds herself the unwitting object of desire of a wealthy Bostonian. The selection ends on a note of foreboding--in subsequent chapters Little Rosebud becomes homeless and impoverished before her inevitable redemption. What did women workers take away from their reading of the novels of Libbey and others? Historian Michael Denning has speculated that these stories were "an interruption in the present, a magical fairy tale transformation of familiar landscapes and characters, a death and rebirth that turned the social world upside down, making proud ladies [into] villains, and working-girls [into] ladies."
Urban governance comprises the various forces, institutions, and movements that guide economic …
Urban governance comprises the various forces, institutions, and movements that guide economic and physical development, the distribution of resources, social interactions, and other aspects of daily life in urban areas. This course examines governance from legal, political, social, and economic perspectives. In addition, we will discuss how these structures constrain collective decision making about particular urban issues (immigration, educationŰ_). Assignments will be nightly readings and a short paper relating an urban issue to the frameworks outlined in the class.
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