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.

Application of Oral History to Economics: Family Economic History The assignment will connect an oral history approach to the examination of economic concepts such as opportunity cost of attending school, economic crises (inflation and unemployment, etc.), and standard of living over time. Particularly, students will interview parents, grandparents, or family members from older generations regarding the types of work they performed, economic decisions they have made, and the economic conditions while they were growing up. The project develops a student's ability to understand and integrate these concepts from a variety of perspectives and real world situation.

This 3-5 hour lesson through Google's Applied Digital Skills allows students to conduct research while learning about the credibility of sources. The resource includes lesson plans with 4 activities and an assessment rubric.

Develops facility with concepts, language, and analytical tools of economics. Covers microeconomics, macroeconomics, and international trade and payments. Emphasizes integration of theory, data, and judgment in the analysis of corporate decisions and public policy, and in the assessment of changing US and international business environments. Restricted to Sloan Fellows. The fact of scarcity forces individuals, firms, and societies to choose among alternative uses -- or allocations -- of its limited resources. Accordingly, the first part of this summer course seeks to understand how economists model the choice process of individual consumers and firms, and how markets work to coordinate these choices. It also examines how well markets perform this function using the economist's criterion of market efficiency. Overall, this course focuses on microeconomics, with some topics from macroeconomics and international trade. It emphasizes the integration of theory, data, and judgment in the analysis of corporate decisions and public policy, and in the assessment of changing U.S. and international business environments.

Applied Macro- and International Economics uses case studies to investigate the macroeconomic environment in which firms operate. The first half of the course develops the basic tools of macroeconomic management: monetary, fiscal, and exchange rate policy. The class discusses recent emerging market and financial crises by examining their causes and considering how best to address them and prevent them from recurring in the future. The second half evaluates different strategies of economic development. Topics covered in the second half of this course include growth, the role of debt and foreign aid, and the reliance on natural resources.

The U.S. Constitution grants the President the power to appoint people to a variety of government positions. These appointments require careful thought and consideration since the people can have a great impact on the lives of many Americans during that President’s term. Some appointments need even greater thought and consideration, and those are to the federal judicial system and more importantly, to the Supreme Court of the United States. Justices of the Supreme Court (and other federal courts) serve lifetime appointments. Their rulings as they interpret the Constitution, and other situations as outlined in Article III of the Constitution, can have far-reaching effects for generations. With this awesome power to appoint comes an equally awesome responsibility to make sure that the individuals are the best people for the job. In this lesson, students will examine the appointment of Supreme Court Justice Sandra Day O’Connor, who was also the first female Justice. Students will examine the process by which a President makes the selection and the steps that lead to that person being confirmed by the Senate (or not).

This is a textbook for beginning Arabic language learning. The textbook is divided into twelve lessons. Each lesson focuses on an activity and common theme to introduce the basics of Arabic. Each lesson starts with a short video, which you'll be asked to watch. To help you understand the video, each lesson also includes a transcript (in English), a list of vocabulary (with audio clips), and language and grammar notes.

This subject introduces skills needed to build within a landscape establishing continuities between the built and natural world. Students learn to build appropriately through analysis of landscape and climate for a chosen site, and to conceptualize design decisions through drawings and models.

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.

There's a complaint we get pretty often around here, that our tagline contains the word "democracy," but the United States is *actually* a republic. So...do we need to make a change? We dig into that question and a whole lot more on this episode.

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.

Estimated Lesson Time: 55 minutes

Students will be able to:
-Experience cognitive biases through thought experiments
-Identify various cognitive biases
-Give examples of cognitive biases in your own life
-Explain what cognitive bias is and how it can impact our decision making

ANSWER KEY LINKS: Create a Next Gen Personal Finance (NGPF) account to access answer keys. They will be listed under the Full Year Curriculum tab.

This subject focuses on the objects, history, context, and critical discussion surrounding art since World War II. Because of the burgeoning increase in art production, the course is necessarily selective. We will trace major developments and movements in art up to the present, primarily from the US; but we will also be looking at art from Europe, Asia, Africa, Latin America, and the Middle East, as well as art "on the margins" -- art that has been overlooked by the mainstream critical press, but may have a broad cultural base in its own community. We will ask what function art serves in its various cultures of origin, and why art has been such a lightning rod for political issues around the world.

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.

Artists are often particularly keen observers and precise recorders of the physical conditions of the natural world. As a result, paintings can be good resources for learning about ecology. Teachers can use this lesson to examine with students the interrelationship of geography, natural resources, and climate and their effects on daily life. It also addresses the roles students can take in caring for the environment. Students will look at paintings that represent cool temperate, warm temperate, and tropical climates.
In this lesson students will: Identify natural resources found in particular geographic areas; Discuss ways in which climate, natural resources, and geography affect daily life; Apply critical-thinking skills to consider the various choices artists have made in their representations of the natural world; Make personal connections to the theme by discussing ways they can be environmental stewards; Identify natural resources found in particular geographic areas; Discuss ways in which climate, natural resources, and geography affect daily life; Apply critical-thinking skills to consider the various choices artists have made in their representations of the natural world; Make personal connections to the theme by discussing ways they can be environmental stewards.

Studies the relation between imaginative texts and the culture surrounding them. Emphasizes ways in which imaginative works absorb, reflect, and conflict with reigning attitudes and world views. Instruction and practice in oral and written communication. Topic for Fall: Ethical Interpretation. Topic for Spring: Women Reading, Women Writing. The course examines the earliest emergence of stories about King Arthur and the Knights of the Round Table in the context of the first wave of British Imperialism and the expanded powers of the Catholic Church during the twelfth and thirteenth centuries. The morphology of Arthurian romance will be set off against original historical documents and chronicle sources for the English conquests in Brittany, Wales, Scotland, and Ireland to understand the ways in which these new attitudes towards Empire were being mythologized. Authors will include Bede, Geoffrey of Monmouth, ChrĚŠtien de Troyes, Marie de France, Gerald of Wales, together with some lesser known works like the Perilous Graveyard, the Knight with the Sword, and Perlesvaus, or the High History of the Holy Graal. Special attention will be paid to how the narrative material of the story gets transformed according to the particular religious and political agendas of each new author.

The Art of the Probable" addresses the history of scientific ideas, in particular the emergence and development of mathematical probability. But it is neither meant to be a history of the exact sciences per se nor an annex to, say, the Course 6 curriculum in probability and statistics. Rather, our objective is to focus on the formal, thematic, and rhetorical features that imaginative literature shares with texts in the history of probability. These shared issues include (but are not limited to): the attempt to quantify or otherwise explain the presence of chance, risk, and contingency in everyday life; the deduction of causes for phenomena that are knowable only in their effects; and, above all, the question of what it means to think and act rationally in an uncertain world. Our course therefore aims to broaden students’ appreciation for and understanding of how literature interacts with--both reflecting upon and contributing to--the scientific understanding of the world. We are just as centrally committed to encouraging students to regard imaginative literature as a unique contribution to knowledge in its own right, and to see literary works of art as objects that demand and richly repay close critical analysis. It is our hope that the course will serve students well if they elect to pursue further work in Literature or other discipline in SHASS, and also enrich or complement their understanding of probability and statistics in other scientific and engineering subjects they elect to take.

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 Electoral College was created as a bulwark, a barrier between the people and the vote for the president. The founders feared giving people too much power so they created a system that put a check on the people's vote by "men of virtue" (and they were all men at the time). It is because of the Electoral College that a person can win the presidency even if they lose the popular vote — but how does it work, exactly?

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.