This guide includes information for high school students interested in getting an internship. It explains what the benefits of internships are, what work you’ll be doing, how to find a great internship for you, and how to get the most out of your internship experience.

Mae West spent her career on the stage and screen skirting--and sometimes transgressing--the boundaries of sexual and moral propriety. In 1926 and 1927, she outraged some critics (and landed herself in jail) with two sensational Broadway productions, Sex (a play she wrote about a Montreal prostitute, in which she also starred) and The Drag (a "homosexual comedy-drama" that she wrote and staged). In 1928, New York police arrested her again, this time for her play about a troupe of female impersonators, Pleasure Man. In 1932, she brought her brand of ribald humor to the movies. West's move from Broadway to Hollywood was surprising, given the substantially tighter moral scrutiny under which the film industry operated. Adopted in 1930 by the Association of Motion Picture Producers, the Motion Picture Production Code, excerpted below, spelled out in detail what was and was not permissible in the nation's most popular form of entertainment.

President Lyndon Johnson formed an 11-member National Advisory Commission on Civil Disorders in July 1967 to explain the riots that plagued cities each summer since 1964 and to provide recommendations for the future. The Commission's 1968 report, informally known as the Kerner Report, concluded that the nation was "moving toward two societies, one black, one white--separate and unequal." Unless conditions were remedied, the Commission warned, the country faced a "system of 'apartheid'" in its major cities. The Kerner report delivered an indictment of "white society" for isolating and neglecting African Americans and urged legislation to promote racial integration and to enrich slums--primarily through the creation of jobs, job training programs, and decent housing. President Johnson, however, rejected the recommendations. In April 1968, one month after the release of the Kerner report, rioting broke out in more than 100 cities following the assassination of civil rights leader Martin Luther King, Jr. In the following statements to joint Congressional hearings on urban employment problems in May and June of 1968, two academics related their findings regarding overt and institutionalized discrimination. They further argued that there were no simple solutions for overcoming the racial divide.

Articles describes the various components of a knowledge management system and the importance of knowledge management to business organizations

When it began publication in 1924 Bernarr Macfadden's New York Graphic claimed to inaugurate a new brand of journalism. Its brazen exploitation of the sensational; focus on crime, gossip, sex, and scandals; and utter disregard for the truth set a model for tabloid" journalism to this day. The Graphic 's inventiveness extended to publication of "composographs

This is a list of texts that have been made into text sets for Linda Dorn and Carla Soffos' Comprehension Focus Groups.  
The groups are categorized by a focus.  (Ex. Overcoming Obstacles)
Note that some of the texts were pulled from Leveled Literacy Intervention boxes, Scholastic Action, Scholastic Scope, and Scholastic Junior.

This free ESL lesson plan on computers 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.

U.S. marines occupied Haiti from 1915 to 1934. By 1919, Haitian Charlemagne Péralte had organized more than a thousand cacos, or armed guerrillas, to militarily oppose the marine occupation. The marines responded to the resistance with a counterinsurgency campaign that razed villages, killed thousands of Haitians, and destroyed the livelihoods of even more. In 1926 the Women's International League for Peace and Freedom (WILPF) organized a committee to look into conditions in Haiti and offer alternatives to the American policy of routinely sending in the marines.

This is a publication from the American Association for Physician Leadership. In the article it talks about leadership in the healthcare field and how leaders can work to resolve conflict in the work place. For an activity, have your students read the article and identify the five ways to defuse a conflict in the healthcare workplace. After their reading, have them them form small groups and have each member of the group share one of the 5 strategies and an example of how they would use it. The key takeaway is for the students to understand the importance of strong leadership and be able to think critically about what they would do if they were in a leadership position.

The nationwide labor upsurge of 1934 reached its peak in San Francisco. On May 9, 1934, leaders of the International Longshoremen's Association (ILA) called a strike of all West Coast dockworkers, demanding a wage scale, a "closed shop" (union membership as a requirement of employment), and union-administered hiring halls. A few days later seamen and teamsters joined the strike, effectively stopping all shipping from San Diego to Seattle. Enraged employers, backed by a sympathetic mayor and police chief, used every means available to open the waterfront and protect strikebreakers, whom they imported in large numbers. Working closely with local politicians and the press, the employers set out to convince the public that the strike was controlled by "Reds" intent on overthrowing the government. These scare tactics led to an investigation of employer actions by a Senate subcommittee. Violations of Free Speech and Rights of Labor, the subcommittee's 1942 report, described the concerted efforts of the Industrial Association, the newspapers, and the San Francisco police to discredit the strike.

In this transcript of an interview for Eyes on the Prize, Justice Constance Baker Motley recalls her role as an NAACP attorney in landmark school desegregation cases.

While experimental television broadcasts were first transmitted in the 1920s, mass production of television sets did not occur until after World War II. By 1960 the number of sets in the U.S. had surpassed the number of homes. With this relatively swift introduction of television into domestic American life, concern was voiced over the harmful influence that watching television might have on the nation's children. Earlier in the century, anxieties by both Progressives and traditionalists about harmful effects of movies on youth had led to Congressional hearings regarding Federal censorship. Reformers, however, lacked convincing evidence to support their claims and the motion picture industry developed an effective self-censoring mechanism to maintain control over screen content. Similarly, after Congress held its first hearing in 1952 on the effect of television on children, they chose not to take any action to interfere with the industry, in part because that year the National Association of Radio and Television Broadcasters adopted a code to regulate broadcast content. A Senate report issued after hearings in 1954 and 1955 on the possible influence of television on juvenile delinquency summarized studies to determine the quantity of criminal and violent acts on television shows accessible for children to view. The report also presented a range of views on whether a "cumulative effect of crime-and-horror television programs" could be harmful to children. Excerpts from the report are followed by additional opinions submitted by the National Association for Better Radio and Television, an advocacy group organized in 1949.

Website Description:
Magna Carta, Montesquieu, the Mayflower, and more! Follow this WebQuest through history to the events, people, and documents that inspired the writers of the Constitution.
This WebQuest serves as an introduction or review. Students will learn how documents from the Middle Ages and thinkers from the Enlightenment had an impact on the system of government that was formed in the Constitution, and how that has an impact on them today.

Student Learning Objectives:
Students will be able to...
*Identify documents and ideas that shaped the U.S. Constitution
*Compare American and British governing documents
*Explain key constitutional principles and their impacts

Website Description:
When the Founders wrote the Constitution, they didn’t pull their ideas out of thin air. They created a government based on a set of fundamental principles carefully designed to guarantee liberty. This lesson lets students look at the Constitution from the perspective of its foundational principles. Students make direct connections between these principles, the Founders’ intentions, and the Constitution itself, and they learn why the constitutional principles are critical to a free society.

Student Learning Objectives:
Students will be able to:
*Analyze the basic principles of the U.S. Constitution
*Identify relationships among popular sovereignty, consent of the governed, limited government, rule of law, federalism, separation of powers, and checks and balances
*Describe how these principles are incorporated into the Constitution
*Explain the concerns that led the Founders to value these principles

Article explains the purpose of consumer protection laws and how they impact business

Selection policies are practical tools used by school librarians to guide them in their collection
development plans. This investigation into district-level selection policies examined policies from
80 school districts across the United States. The policies were examined to determine the status
of selection policies in school libraries and if the policies reflect the recommendations of
professional literature. Through content analysis, we determined that most of the school library
selection policies included at least half of the expected key components. However, there is a need
for school librarians to advocate for revision of policies to keep them current and provide
effective guidance for school librarians as they make selections for their collections.

During World War II, the defense industry expanded and American men mobilized for military service. Many women found jobs previously unavailable to them in aircraft plants, shipyards, manufacturing companies, and the chemical, rubber, and metals factories producing war materials. These jobs paid higher salaries than those traditionally categorized as "women's work," such as teaching, domestic service, clerical work, nursing, and library science. Married women were discouraged from working outside the home during the Depression to lower competition with men for limited jobs. After the U.S. entered the war, though, the Federal government encouraged housewives to join the work force as a patriotic duty. The number of employed women grew from 14 million in 1940 to 19 million in 1945, rising from 26 to 36 percent of the work force. Most industry analysts and government planners expected this situation to be temporary. At the end of the war, the Women's Bureau of the Department of Labor asked women workers about their future work plans. The bulletin excerpted below revealed that most women wanted to keep their present jobs. Immediately after the war, the percentage of women who worked fell as factories converted to peacetime production and refused to rehire women. In the next few years, the service sector expanded and the number of women in the workforce--especially older married women--increased significantly, despite the dominant ideology of woman as homemaker and mother. The types of jobs available to these women, however, were once again limited to those traditionally deemed "women's work."

After the fall of Atlanta in 1864, the Union Army under General William T. Sherman marched through Georgia to the sea, bringing destruction in its wake. Nearly 18,000 slaves left plantations and attached themselves to the army during its march. This 1865 illustration showed a stereotyped view of the men, women, and children who followed Sherman's army. But to northern readers, the engraving's significance may have lay in its unmistakable message about slaves' utter hatred of slavery. The oft expressed fallacy that they preferred slavery to freedom

The word "tramp" came into common usage in the 1870s as a disparaging description of homeless men thrown out of work by the economic depression and forced to take to the road in search of a job or food. Fears of the "tramp menace" were revived during the even more devastating depression that began in 1893. Many Americans viewed tramps with a combination of fear and disgust. In this 1893 letter to Kansas governor Lorenzo Dow Lewelling, out-of-work cook R. L. Robinson expressed dismay for the harsh treatment he and a traveling companion received while looking for work in Kewanee, Kansas. Lewelling was far more sympathetic to jobless travelers than other government officials, in part, from personal experience. He himself had wandered the roads in search of work in the 1870s depression.

This guide will provide you with more information about open licensing and walk you through all the steps needed to apply an open license on your work.

Please note: This guide is provided for informational purposes only. Nothing in this document should be considered as legal advice.