Prior to the introduction of "domestic science" in the late-19th century, housework --especially cooking--depended on skills passed down from mother to daughter or possessed by hired domestic labor. The domestic science (or as it later became more commonly called "home economics") movement wanted to standardize routines and recipes, thereby relieving housewives of the anxieties of inexact cooking and bringing the supposed benefits of efficiency into the home. The influence of domestic scientists on cooking can be seen dramatically by comparing an apple pie recipe from Catherine Beecher's Domestic Receipt Book (1846) with one from Fannie Merritt Farmer's Boston Cooking-School Cook Book (1905 ed.). Beecher, daughter of a prominent New England family, wrote on domestic topics (as well as on social issues, such as abolitionism, with her sister Harriet Beecher Stowe). Farmer was a leader in the movement for scientific cooking, and her Boston Cooking-School Cook Book helped to entrench the notion of exact measures and procedures designed to produce a uniform product.

This is a blogspot through which the author has gathered a number of videos, PDF files, and articles to teach basic Arabic. There is information on how to install Arabic on a windows computer, vocabulary lists including the days of the week and Arabic phrases, an article on the history of Arabic grammar, information on the alphabet and how to read and write it, an Arabic keyboard, recorded conversations, links to the Madinah Books, and more. The majority of the information given is accompanied YouTube videos and written explanations.

In 1893 the newspaperman Peter Finley Dunne began publishing a regular series in the Chicago Evening Post featuring dialogues between an Irish bartender named Martin Dooley, and his Irish friend and customer, Henessey. The local column quickly achieved national renown and syndication in newspapers across the country. Dunne's dialogues drew upon prevalent ethnic stereotypes that were a staple of late nineteenth-century American humor. Dooley regularly commented on both local and national events. Thus, it was not surprising that he would have something to say about the dramatic strike by the American Railway Union against Chicago's Pullman Palace Car Company that had shut down rail lines across the United States in 1894. In the July 7, 1894, column included here (read by an actress), Dunne poked fun at George Pullman's claims that the strike was a violation of the U.S. Constitution.

Since at least the 1830s, New York working women endured low pay, long hours, and difficult working conditions. Concerned observers noted that some were even forced to turn to prostitution to supplement their meager incomes. During the Civil War, poor men flocked to the army (wealthier men could purchase substitutes for $300). The women left behind were now responsible for supporting families on their own. While wartime production created additional opportunities for women to work, it also led to even greater exploitation as factory owners pushed their workers to turn out more goods. Under these conditions, some women, such as this one, suggested that collective action might provide a solution.

Art resource and website links are provided within this resource. The document was submitted for sharing by art educator, Mickey Santy.

New Deal arts projects were guided by two novel assumptions: artists were workers and art was cultural labor worthy of government support. That commitment was demonstrated most dramatically in the Federal Art Project (FAP), a relief program for depression-era artists. Some painters and sculptors continued working in their studios with the assistance of relief checks and the occasional supervision of WPA administrators--their work was placed in libraries, schools, and other public buildings. FAP also sponsored hundreds of murals and sculptures designed for municipal buildings and public spaces. FAP's Community Art Centers worked to create new audiences for art by bringing art education and exhibitions to neighborhoods and communities with little access to galleries and museums. These essays by FAP employees Thaddeus Clapp and Lawrence A. Jones lauded programs that brought "art within reach" for people in Massachusetts and affirmed the democratic possibilities of a project that reached across class and racial lines in New Orleans.

This course includes materials on AI programming, logic, search, game playing, machine learning, natural language understanding, and robotics, which will introduce the student to AI methods, tools, and techniques, their application to computational problems, and their contribution to understanding intelligence. The material is introductory; the readings cite many resources outside those assigned in this course, and students are encouraged to explore these resources to pursue topics of interest. Upon successful completion of this course, the student will be able to: Describe the major applications, topics, and research areas of artificial intelligence (AI), including search, machine learning, knowledge representation and inference, natural language processing, vision, and robotics; Apply basic techniques of AI in computational solutions to problems; Discuss the role of AI research areas in growing the understanding of human intelligence; Identify the boundaries of the capabilities of current AI systems. (Computer Science 405)

This free ESL lesson plan on artificial intelligence has been designed for adults and young adults at an intermediate (B1/B2) to advanced (C1/C2) level and should last around 45 to 60 minutes for one student.

This website has National Standard aligned lesson plans, courses art teachers (and others) can take for credit or professional development, and online magazine, videos, and art conferences.  
They cover art: advocacy, assessment, classroom management, creativity, technology, curriculum, differentiation, Instructional strategies, media, techniques, methods, approaches, organization, philosophies, and professional development.

The visual narratives and abstractions of this preeminent African American artist explore the places where he lived and worked: the rural South, Pittsburgh, Harlem, and the Caribbean. Bearden's central themesŃreligion, jazz and blues, history, literature, and the realities of black lifeŃendured throughout his remarkable career in watercolors, oils, and especially collages and photomontages from the 1940s through the 1980s.

In the late 17th-century, Spain's empire in the Americas extended north to New Mexico, Texas, Arizona, and California, where Spanish soldiers, settlers, and missionaries began to settle. The missionaries resettled the indigenous Pueblo people into peasant communities, building forts and missions to subdue and convert them to Catholicism. The New Mexico Pueblo people resisted Spanish conversion efforts and forced labor demands. Their sporadic resistance became a concerted rebellion in 1680 under the leadership of the charismatic El Pope. The revolt was the most successful of Native American efforts to turn back European colonists, and for over a decade the Pueblos were free from intrusion. But in 1690 the Pueblos were weakened by drought and Apache and Comanche raiders from the north. Spain retook territory and interrogated and punished the rebels in their "reconquest" of the Pueblo. A Keresan Pueblo man called Pedro Naranjo offered his view of the rebellion and its causes.

The Folger Shakespeare Library provides the full searchable text of "All's Well That Ends Well" to read online or download as a PDF. All of the lines are numbered sequentially to make it easier and more convenient to find any line.

Wealthy planters from the Caribbean island of Barbados settled in Carolina in the late seventeenth century and turned Carolina's farms into large plantations that concentrated on growing rice. This transformation was enabled by the many enslaved Africans in the colonies who had grown rice as free men and women in West Africa; scholars have traced the origins of Carolina and Georgia's rice culture back to those African rice fields. In this letter, Johann Martin Bolzius described rice cultivation's highly skilled but backbreaking labor, and the colonies' task system of work. Each slave was assigned a particular duty and, after completing the day's tasks, might have some time to him or herself. Bolzius had left Halle, Germany, in 1733 on route to the new colony of Georgia where he lived upriver from Savannah. He wrote this letter in the form of a questionnaire, providing a vivid description of agriculture and life in the new colony.

The climate of repression established in the name of wartime security during World War I continued after the war as the U.S. government focused on communists, Bolsheviks, and "reds." This anticommunist crusade climaxed during the "Palmer raids" of 1919-1921, when Attorney General A. Mitchell Palmer's men, striking without warning and without warrants, smashed union offices and the headquarters of Communist and Socialist organizations. Palmer believed that communism was "eating its way into the homes of the American workman." Palmer charged in this 1920 essay that communism was an imminent threat and explained why Bolsheviks had to be deported.

Higher learning organizations frequently offer courses isolated from other disciplines or areas of concentration. The intent of this study was to explore collaboration practices on authentic based projects involving two distinct courses from differing programs: Instructional Technology and Educational Leadership. This paper describes the strategies of designing effective learning environments for multidisciplinary collaboration and problem-based learning and reports the effectiveness of those strategies. The result of the collaboration was the production of various multimedia interactive professional development training materials developed by the technology students on various topics proposed by the school administrators. The collaborative learning practices provided the opportunity to not only give and receive knowledge among the participants but also view this exchange as a responsibility to create a collaborative culture within the university.

The struggle for women's suffrage, which culminated with the ratification of the Nineteenth Amendment to the U.S. Constitution on August 26, 1920, involved many different kinds of women and many different tactics. Laura Ellsworth Seiler, interviewed by historian Sherna Gluck in 1973, came from a prosperous New York state family and started a suffrage club while a student at Cornell. In this excerpt from Gluck's interview, Seiler recalled campaigning for suffrage after college on an automobile tour, with her mother in tow as chaperon. In contrast to some historical accounts that emphasized the narrowing of the campaign in the 20th century, Seiler remembered arguing for the vote along with other reforms, and emphasizing the importance of suffrage as a way to improve social conditions.

This free ESL lesson plan on automation has been designed for adults and young adults at an intermediate (B1/B2) to advanced (C1/C2) level and should last around 45 to 60 minutes for one student.

The single most important product in the early twentieth-century culture of consumption was the automobile, and the number of cars produced more than tripled during the 1920s. Like many other products, however, marketing cars to consumers effectively became as important as manufacturing them efficiently. This 1927 advertisement for Paige-Jewett cars suggests how manufacturers and advertising firms used colors and new styles to differentiate their products from those of competitors. Buying became confused with self-expression as consumers were urged to purchase products as a way to display individual taste and distinction.

In 1916, Francisco Villa, leader of the peasant uprisings in northern Mexico, raided Columbus, New Mexico, in an attempt to expose Mexican government collaboration with the United States. President Woodrow Wilson responded by ordering an invasion of Mexico. Five years after the beginning of the Mexican Revolution, which was characterized by hope for social change as well as death, hunger, and violence, many Mexicans did not welcome further involvement by the U.S. In the following correspondence, Secretary of State Robert Lansing and President Wilson described the need to carefully frame the invasion as a defense of U.S. borders rather than interference in the Mexican Revolution. The resulting invasion, led by General John Pershing, was a total fiasco. It failed to locate Villa and increased anti-U.S. sentiment and Mexican nationalist resolve.

In 1892, owner Andrew Carnegie and his plant manager Henry Clay Frick decided to break the steelworkers union at the Carnegie Steel Company plant in Homestead, Pennsylvania. Frick locked out the steelworkers and hired 300 armed guards from the Pinkerton National Detective Agency to protect non-union strikebreakers. When the Pinkertons arrived on barges, armed steelworkers defeated them in a bloody pitched battle. Later, however, the state militia supported Carnegie, and the strike along with the union was broken. The National Police Gazette portrayed the July 6, 1892, fight between striking workers and Pinkerton strike-breakers on the Monongahela River. A national weekly directed to male readers, many of whom were workers, the Police Gazette occasionally covered labor conflict, expressing sympathy toward strikers while also exploiting the more sensational aspects of the events.