D-Lab Health provides a multidisciplinary approach to global health technology design via guest lectures and a major project based on fieldwork. We will explore the current state of global health challenges and learn how to design medical technologies that address those problems. Students may travel to Nicaragua during spring break to work with health professionals, using medical technology design kits to gain field experience for their device challenge. As a final class deliverable, you will create a product design solution to address challenges observed in the field. The resulting designs are prototyped in the summer for continued evaluation and testing.

The American Indian Studies Program exists primarily to assist with the implementation of the curricular requirements in the areas of American Indian history, culture, and tribal sovereignty. The program is also responsible for American Indian Language and Culture Education.

This template was created to support lesson planning with equity in mind. This template provides both a unit overview and daily learning plan. Remix this template to get started planning your next lesson that supports equitable and engaged learning! Learn more: https://wlresources.dpi.wi.gov/hubs/engaged

The Progressive Era's most controversial environmental issue was the 1908-1913 struggle over federal government approval for building the Hetch Hetchy dam in a remote corner of federally-owned land in California's Yosemite National Park. The city of San Francisco, rebuilding after the devastating 1906 earthquake, believed the dam was necessary to meet its burgeoning needs for reliable supplies of water and electricity. At Congressional hearings on Hetch Hetchy held in 1913, supporters of the plan like Gifford Pinchot, the first Chief Forester of the United States and a noted environmentalist, argued that conservation of natural resources was best achieved through management of the wilderness. Preservationist and Sierra Club founder John Muir did not testify before Congress, but he argued against the Hetch Hetchy plan in this excerpt from his 1912 book, The Yosemite. In the end Congress chose management over aesthetics, voting 43-25 (with 29 abstentions) to allow the Hetch Hetchy dam on federal land.

Anticommunist crusader Senator Joseph R. McCarthy stepped into national prominence on February 9, 1950, when he mounted an attack on President Truman's foreign policy agenda. McCarthy charged that the State Department and its Secretary, Dean Acheson, harbored "traitorous" Communists. McCarthy's apocalyptic rhetoric--he portrayed the Cold War conflict as "a final, all-out battle between communistic atheism and Christianity"--made critics hesitate before challenging him. Those accused by McCarthy faced loss of employment, damaged careers, and in many cases, broken lives. After the 1952 election, in which the Republican Party won control of both branches of Congress, McCarthy became chairman of the Senate Committee on Government Operations and its Subcommittee on Investigations. McCarthy then extended his targets to include numerous government agencies, in addition to the broadcasting and defense industries, universities, and the United Nations. His dramatic hearings investigating purported Communist infiltration in the Army were televised live to the nation. The following editorial from the popular magazine Collier's assessed the damage to public perception of governmental institutions.

The House Committee on Un-American Activities (HUAC) held hearings in October 1947 on Communist activity in Hollywood. In the following testimony, Eric Johnston, a successful businessman who in 1945 succeeded Will H. Hays as President of the Motion Picture Association of America--the industry's institution for self-regulation--defended Hollywood against HUAC's attacks and complained vigorously that the "atmosphere of fear" resulting from the investigation precluded the production of "good and honest motion pictures." Although Johnston earlier had argued against the Committee's request that studio officials discharge known Communists, in November 1947, after ten screenwriters and directors who refused to cooperate with the Committee were cited for contempt of Congress, Johnston and the studio heads issued a statement that the studios would not employ Communists and would dismiss or suspend the ten. HUAC then agreed to stop investigating studios and the content of films and limited their inquiries to personnel. Although Johnston insisted that the industry did not engage in blacklisting, those in the filmmaking community who did not deny that they were Communists and refused to inform on others when questioned at HUAC hearings were prohibited from working in the industry.

The author of this letter, who used the pseudonym "Dame Shirley," was Louise Amelia Knapp Smith Clapp (1819-1906). The letter was written to Clapp's sister, Molly, in Massachusetts, but was subsequently published as one of a series of twenty-three in the Pioneer, a California literary magazine. Clapp's subject in the "Shirley letters," as they are called, was life at the gold mining camps of mid-19th-century California. Clapp knew about life in the world of California gold mining from first-hand experience. With her husband, a doctor, Clapp left the East Coast for California in 1849. At first the couple settled in San Francisco, but in 1851 they left for the Sierra Nevada mountains so that Dr. Clapp could regain his health in the mountain air. In the Sierra Nevadas, they spent more than a year at two gold mining camps, Rich Bar and Indian Bar, on the Feather River. As the self-conscious tone of these letters suggests, Clapp aspired to be a literary writer. As a woman, her perspective on life in the nearly all-male camps was unique. The letters allegedly provided material for Bret Harte's stories. Today we can appreciate them for their historical value as observations of life during the California gold rush.

Learn about the Dance Theatre of Harlem is this segment from A Walk Through Harlem.

Although we sometimes think of farm and factory as antithetical, many people moved easily between the two. Icy Norman grew up in North Carolina, the daughter of a miner. As a young woman she worked long hours in a textile mill, but she also helped with the farm chores, especially seasonal chores like the corn shucking described here. In this excerpt from a 1979 interview conducted by the Southern Oral History Program at the University of North Carolina, she recalled family and friends rolling up the rug for dances and parties when the day's work was done.

Dane County's abundant surface water resources are monitored and assessed primarily by the Wisconsin Department of Natural Resources (WDNR). Major streams and lakes are classified into categories based on the aquatic organisms present. These classifications provide an indication of water quality and fishery conditions.

Agricultural and urban land uses contribute to nutrient rich runoff reaching surface waters. Impervious surfaces and removal of wetlands also increases the flow of stormwater to local waterways. Explore issues facing our surface water and see maps of degraded water resources.

Effective water quality planning depends on long-term assessment and monitoring. The Capital Area Regional Planning Commission uses long-term datasets to evaluate regional trends.

Learn about practices meant to protect the region's streams, shorelands, and lakes.

Dane County
Land and Water Resources Viewer: An interactive county map showing watershed boundaries, thermally sensitive areas, cold water communities and more.

This site shows the typewritten draft of the December 8, 1941, speech in which Franklin Roosevelt asked Congress to declare war on Japan. The draft shows Roosevelt's hand-written edits, including his change of the phrase a date which will live in world history to a date which will live in infamy. Students can also listen to the beginning of the speech.

The Japanese attack on Pearl Harbor, Hawaii, on December 7, 1941, stunned virtually everyone in the United States military. Japan's carrier-launched bombers found Pearl Harbor totally unprepared. President Franklin Roosevelt quickly addressed Congress to ask for a declaration of war as illustrated in this audio excerpt. Although he never mentioned Europe or the fact that Germany had by then declared war on the United States, the Pearl Harbor attack allowed him to begin the larger intervention in the European war he had long wanted.

The best-known image of America's 1898 war with Spain is that of Teddy Roosevelt on horseback charging with his Rough Riders up San Juan Hill in Cuba. While the Rough Riders fired the first shot in the war and were the first to raise the U.S. flag in Cuba, their exploits were greatly mythologized. In fact, Cuban troops--who had already been waging an armed struggle for independence from Spain for three years before the U.S. intervened in 1898--were crucial to the success of the larger war against Spain. Some sense of their importance can be gleaned from this account by N. G. Gonzales, the American editor of a pro-Cuban newspaper. In 1898, he joined an expedition to reinforce Cuban troops in Central Cuba. Cuban cigarmakers from Key West and Tampa (centers of Cuban-American trade union and socialist sentiment) dominated the expedition, though at least fifty black troops from the 10th Cavalry also participated. Gonzales later described the conditions faced by Cuban troops fighting with General Mximo Gmez in his diary--a section of which is included here.

Traditional craft production centered around an independent master artisan, his journeymen, and the apprentice helpers who worked together in small shops. Apprentices worked alongside masters and received training in the "mysteries of the craft" in exchange for their labor. Journeymen looked forward to becoming proprietors when they accumulated sufficient capital and skill. In his Sketches of Lynn (1880), David Johnson recalled the masculine work culture and small-scale setting of the shoe industry in early-19th century Lynn, Massachusetts. With transportation improvements and growing commercial activity, manufacturing moved from small shops engaged in custom work to larger-scale production of ready-made goods. No area experienced greater dislocation than Lynn, where shops multiplied, the division of labor increased, and some masters opened larger central shops. Less skilled workers, including women and children, replaced journeymen, apprenticeship declined, and the world that Johnson described faded.

Website with different lessons focusing on:
1.Analyze primary and secondary sources representing conflicting points of view to determine the proper role of government regarding the rights of individuals.
2.Analyze primary and secondary sources representing conflicting points of view to determine the Constitutionality of an issue.
3.Assess the short and long-term consequences of decisions made during the writing of the U.S. Constitution and the Bill of Rights.
4.Compare the components of the U.S. Constitution and Bill of Rights with the Constitutions of other nations.
5.Evaluate contemporary and personal connections to the U.S. Constitution and the Bill of Rights.
6.Compose a reflection and assessment of the significance of Constitution Day and the U.S. Constitution.

The New Deal launched a series of federal employment programs, including the Works Progress Administration (WPA), which not only provided jobs but also initiated many important studies of the depression's human toll. One such study, published by the WPA Division of Research in 1939, included transcripts of interviews by WPA workers with Dubuque, Iowa, families. The DiMarcos interview revealed that the disabled faced a double challenge during the depression: finding employment while competing for scarce jobs with the able-bodied. The DiMarcos, a deaf couple with a small child, recall in their own words (because they were deaf they had to write responses to the WPA interviewer's questions), the struggles they endured during six years of unemployment.

Students will research how the development of the atomic bomb affected people in World War II, participate in a debate about the bomb's use, and investigate how it has affected people's lives since 1945.

In 1912, four candidates battled to become President of the United States. Republican incumbent William Howard Taft and Democrat Woodrow Wilson, a moderate governor, represented the two major parties. Former President Theodore Roosevelt, angered over what he felt was a betrayal of his policies by Taft, his hand-picked successor, abandoned the Republican party and founded the Progressive or "Bull Moose" Party. While all four candidates appealed directly to working-class voters, whose votes would prove decisive, by far the most radical platform in the campaign was that of the Socialist Party nominee, Eugene V. Debs. Running for the fourth time, Debs called for the abolition of capitalism rather than for its reform. In this speech accepting the party's nomination he proclaimed the Socialist Party "the party of progress, the party of the future." Debs finished last in the contest, receiving 900,000 votes.

"There is nothing about an individual as important as his IQ," declared psychologist Lewis M. Terman in 1922. To the extent that this is true, it is in large measure because of Terman himself and the opportunity that World War I afforded for the first widespread use of intelligence testing. The army's use of intelligence tests lent new credibility to the emerging profession of psychology, even as it sparked public debate about the validity of the tests and their implications for American democracy. The idea that experts could confidently assign a man to his proper place in the army--and by extension his place in life--suggested a kind of determinism that some found profoundly at odds with American democracy and its credo of upward mobility through hard work. Walter Lippmann, an influential political commentator and journalist, skewered the army intelligence tests in a series of six essays that appeared in the New Republic in 1922. He denounced as "nonsense" the claim that the average mental age of an American adult was fourteen years, and forcefully warned his readers of the danger of uncritical acceptance of IQ as destiny. He addressed the conditions of IQ testing, the possible biases of army intelligence tests, and the larger social problems raised by such classifications.

New home construction declined dramatically during the Great Depression as rents rose, reaching an all-time high in 1940. A persistent housing shortage continuing into the early 1950s forced families to separate and apartment dwellers to "double-up." The housing reform movement, largely ineffectual in the 1920s and 1930s, gathered strength in the postwar period. Labor and veteran groups pressured Congress and the White House to enact a comprehensive housing policy with money for public housing and continued wartime rent control. President Harry S. Truman, echoing reformers, wrote to Congress, "A decent standard of housing for all is one of the irreducible obligations of modern civilization." Despite opposition from real estate interests, the Housing Act of 1949 passed. Although the Act called for the construction of 810,000 units of public housing over six years--and two additional housing acts in 1961 and 1965 promised substantial increases--by the mid-1960s, more people lived in substandard housing than in 1949. In addition, many blamed public housing itself for destroying neighborhoods and fostering social problems. In the following 1947 testimony before a joint Congressional committee, including Frank L. Sundstrom, Representative of New Jersey, created by anti-housing reform legislators to stall action, New Jersey spokespersons for tenants quoted the proposed Taft-Ellender-Wagner legislation and described housing conditions, while a number of tenants related their own difficult living situations.