In 1753, fifteen year old Mary Jemison was captured by Indians along the Pennsylvania frontier during the Seven Years War between the French, English, and Indian peoples of North America. She was adopted and incorporated into the Senecas, a familiar practice among Iroquois and other Indian peoples seeking to replace a lost sibling or spouse. Mary married and raised a family in the decades before and after the American Revolution; many captives, once adopted and integrated into an Indian community, refused the opportunity to return home, finding life in Indian society more rewarding. In 1823 Mary Jemison related her life story to James Seaver, a doctor who lived near her home in western New York. Seaver's story of "the white woman of the Genessee," as she became known, sold over 100,000 copies in 1824.

This video features a number of different climate scientists describing the effects of the increasing amount of carbon dioxide on global climate and proposing a series of solutions to mitigate these effects. Video addresses health problems and other costs to humans associated with climate change.

Cards, Cars and Currency is a curriculum unit that challenges students to become involved in three specific areas of personal finance: credit cards, debit cards and purchasing a car.

The middle grades are a natural time for self-exploration and self-directed learning. The concrete ideas presented in this guide for how to infuse career exploration in both developmentally and academically meaningful ways are exciting for the opportunity they provide to transform the way educators approach schooling in the middle grades. Whereas educators sometimes associate career education as a narrower, vocational curriculum, this playbook highlights ASA’s more expansive view of career exploration – an opening up of students’ worlds rather than a narrowing into particular tracks.

In his essay "Wealth," published in the North American Review in 1889, industrialist Andrew Carnegie argued that individual capitalists were duty bound to play a broader cultural and social role and thus improve the world. Carnegie's essay later became famous under the title "The Gospel of Wealth," and in 1908, at age seventy-three, Andrew Carnegie recorded a portion of it under that title. (Click here to read the full text of the article.)

Great Britain recognized the lucrative possibilities of the Atlantic slave trade long before it permanently colonized North America. By the mid-sixteenth century, British ships followed Spanish and Portuguese vessels along the West African coast and familiarized themselves with the trade between the Portuguese and Africans. John Hawkins, an admiral with royal backing, inaugurated the British slave trade with three expeditions. On his 1562 voyage, he purchased slaves from the Portuguese in West Africa and sold them to the Spanish in Hispaniola at great profit, despite Spanish prohibitions. In 1567, he seized 500 Africans in Sierre Leone and set off across the ocean, but the Spanish fleet captured him in a Mexican port and destroyed many of his ships. Although he escaped, 100 of his men were left in the Bay of Mexico; only three eventually returned England. One of those was 17-year-old Job Hortop, who wrote this narrative after 23 years in Spanish captivity.

Students are asked to design a Cartesian Diver from a list of materials. The lesson hand-out includes all materials needed, steps for construction, and list of resources to help with designing and understanding the concepts involved in the creation of the divers. The challenge is then to make three different divers that dive in a predicted order.

This course is organized around seven projects and a capstone assignment. Each project includes readings, quizzes, and discussions about concepts and tools in cartography and visualization. Throughout the course, students complete “mile marker” assignments that are designed to help them progress toward the capstone assignment. Through the course projects, students confront realistic problem scenarios that incorporate such skills and concepts as creating symbolization schemes, coordinate systems and map projections, creating isoline and other terrain representations, interpolation, classification schemes, multivariate representation and representation of data uncertainty. Those who successfully complete the course are able to design and produce effective reference and thematic maps using GIS software and can interpret and critique maps and related information graphics.

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 including films, cartoons, and speeches. The CPI's home-front propaganda cartoons were no laughing matter. The Bureau of Cartoons, headed by George Hecht, exhorted cartoonists to use their popular medium to support the war effort. Like other CPI pamphlets that urged Americans to integrate the war effort into their home and work lives, this excerpt from the CPI's Bulletin for Cartoonists provided a mixture of suggestions, practical advice, and inspirational prose.

A wave of strikes in 1941 affected at least one West Coast industry previously untouched by the labor movement. By the 1930s, animation had become a significant sector of the Hollywood film industry, its production based on factorylike techniques of mass production. World War II deprived Walt Disney of his lucrative foreign market at just the moment when he needed it most; neither Pinocchio nor Fantasia had earned revenues to cover their high production costs and, with the expensive relocation of his studio to Burbank, Disney faced a $4.5 million debt. Relations with his employees worsened as Disney cut wages, laid off staff, and denied long-deferred bonuses. Answering writer Dorothy Parker's admonition "Don't let Mickey Mouse become a rat," other unions came to the support of the Disney strikers. The business agent of the Brotherhood of Painters, Decorators, and Paperhangers, Herb Sorrell, testified before a congressional subcommittee that the strikers were bolstered by sympathizers in the other animation studios, principally Warner Brothers' Schlesinger studio.

Before the Civil War, some enslaved African Americans labored in Southern textile mills, especially in the spinning and weaving rooms. But with the jump in the price of slaves in the 1850s, manufacturers decided that poor white farmers provided a cheaper labor force. After the Civil War, the textile mill workforce remained entirely white for a number of reasons: landlords wanted African Americans to work in cotton fields; white leaders promoted industrialization as the salvation of poor whites; and the dominant racial ideology forbade the mixing of white women and black men in the workplace. Although planters and manufacturers had the most to gain from a segregated work force, white workers--as this 1898 protest from the women of Atlanta's Fulton Mills indicated--accepted the idea that factory work was the privilege of "loyal white citizens." There were few opportunities for white women to earn cash wages in this period, and family farms yielded little cash. The only jobs open to black women--domestic service--paid even less.

Give a customer the correct amount of cash back in all "big bills."

In 1895, Booker T. Washington gave what later came to be known as the Atlanta Compromise speech before the Cotton States and International Exposition in Atlanta. His address was one of the most important and influential speeches in American history, guiding African-American resistance to white discrimination and establishing Washington as one of the leading black spokesmen in America. Washington's speech stressed accommodation rather than resistance to the racist order under which Southern African Americans lived. In 1903, Washington recorded this portion of his famous speech, the only surviving recording of his voice.

The National Police Gazette portrays, in a characteristically lurid fashion, an industrial accident in a North Grosvenor, Connecticut, cotton mill. Many late-nineteenth century businessmen ignored hazardous working conditions, since they had little financial incentive to make the workplace safer. In 1881 alone, 30,000 railway workers were killed or injured on the job, and industrial hazards existed in other industries, including textiles. A national weekly magazine, the National Police Gazette enthusiastically violated the mores of genteel culture, focusing on legal and illegal sports, violent crimes and accidents, and sex. Women were often depicted as perpetrators or victims of violence, providing titillation to the weekly magazine's male readership.

After the Civil War began, slaves were sometimes seized from their masters and forced into service for the Confederate army. This illustration from a May 1862 issue of Harper's Weekly depicted one way that the institution of slavery contributed to the Confederacy's war effort. According to the caption, the northern newspaper artist observed this struggle between two Negroes and a rebel captain" through a telescope. The captain "insisted upon their loading a cannon within range of [Union] Sharpshooters. . . . [He] succeeded in forcing the Negroes to expose themselves

Americans were not prepared for the ravages of modern warfare. Early in the war, artists often drew highly romantic and very inaccurate pictures. Soldiers in the field viewed such feats as firing from the saddle with great amusement; they enjoyed seeing illustrations of their exploits almost as much as they enjoyed criticizing their inaccuracies. As the war continued and the carnage mounted, increasingly realistic battlefield sketches conveyed the horrors of war to the northern public.

This online interactive website chalk full of games and simulations cover all of the following topics:
*Plasma membrane structure and function, roles of phospholipids, transport proteins (carrier and channel), cholesterol and carbohydrates, types of transport, diffusion, facilitated diffusion, active transport, osmosis. 

This is a perfect tutorial/game based/simulation driven online resource for teaching, re-teaching, or reviewing the basics behind the plasma membrane and cell transport.

Many historians have posed the question: "Was World War II a watershed event in the African-American Civil Rights Movement?" During the war, the "Double V" campaign of the black press called for victory over fascism abroad and racism at home. In this lesson, students will investigate primary-source materials to develop an understanding of the experience of African Americans in the war overseas and on the home front. In doing so, they will consider whether the contradictory gains made in the areas of civil rights, housing, work, and military service represented a break with the past or a continuation of the status quo.
Students will examine the experience of African Americans during World War II by analyzing primary sources and formulating historical questions.
Students will evaluate if the African American experience during World War II represents continuity or change by writing letters to the editor.

The spreading economic depression of 1893 stirred the American Federation of Labor (AFL), which was sometimes guilty of focusing primarily on the needs of its own members, to call for broad measures that would benefit all working people. The AFL urged the unemployed to hold mass demonstrations. The federation also organized "federal labor unions" of the jobless. New York's organized labor movement also protested, as seen in this September 1893 appeal signed by local and national labor leaders, including Samuel Gompers. Although the resolution primarily called on the city to provide "immediate relief and public employment," it also suggested that the state and federal governments should provide for the unemployed. This claim was part of a long-term shift in which working people and others came to see the needs of the jobless as more than a local obligation (in the manner of traditional poor relief). Only with the New Deal of the 1930s were such demands realized.

This short document provides a new frame to think about some expected shifts in the role of educators as personalized learning is implemented.