This course will focus on the emergence and evolution of industrial societies around the world. The student will begin by comparing the legacies of industry in ancient and early modern Europe and Asia and examining the agricultural and commercial advances that laid the groundwork for the Industrial Revolution. The student will then follow the history of industrialization in different parts of the world, taking a close look at the economic, social, and environmental effects of industrialization. This course ultimately examines how industrialization developed, spread across the globe, and shaped everyday life in the modern era. Upon successful completion of this course, students will be able to: identify key ideas and events in the history of industrialization; identify connections between the development of capitalism and the development of modern industry; use analytical tools to evaluate the factors contributing to industrial change in different societies; identify the consequences of industrialization in the 19th and 20th centuries in different societies; critique historical interpretations of the causes and effects of industrialization; and analyze and interpret primary source documents describing the process of industrialization and life in industrial societies. (History 363)

This activity helps educators understand the process of conferencing with learners more deeply by role-playing the scenario from the perspective of an educator, learner, and observer.

The quest for efficiency touched nearly every aspect of American life during World War I, including the nation's clocks. Daylight saving first appeared during the war years as an experiment to save fuel. Theoretically, people would use less artificial light in the evenings thanks to the extra hour of daylight. Urban dwellers generally delighted in the "extra hour," but protests by farmers and other rural citizens brought the experiment to an end after only one year. Farmers, rural Americans, and those whose jobs forced them to work very early hours disliked the measure intensely. They bombarded Congress with petitions, letters, and angry telegrams demanding the return to "God's time." According to farmers, city dwellers who wanted more leisure in the afternoon could just show up for work an hour earlier and leave an hour earlier.

This course provides an outline to how a private company goes public through an Initial Public Offering or IPO. The course describes different phases and critical issues that a company must address for a successful IPO. Several supplemental materials are posted for this course - Plain English Handbook from the SEC, Prospectus Example, and other materials. Course Level: Beginner to Intermediate - No prior knowledge is required to complete this course. Recommended for 2.0 hours of CPE. Course Method: Inter-active self study with self-grading exam, and certificate of completion.

Integrating mathematics and literacy allows students to develop an understanding of the place of mathematics in their world. Students are introduced to the idea of shapes through a read-aloud session with an appropriate book. They then use models to learn the names of shapes, work together and individually to locate shapes in their real-world environment, practice spelling out the names of shapes they locate, and reflect in writing on the process. This lesson provides opportunities to engage students using many different learning modalities.

The American West's history of radical unionism at the turn of the century reflects the breadth of nineteenth-century class struggle. In Cripple Creek, Colorado, for example, violent conflict broke out in 1903 between members of the Western Federation of Miners (WFM) and corporate mining interests determined to crush the union. Before it was over, thirty men were dead and the union was defeated. Though hostile to the Socialist-leaning WFM, American Federal of Labor leader Samuel Gompers issued the following June 20, 1904, statement in support of the striking miners at Cripple Creek.

The relationship between African Americans and Franklin D. Roosevelt presents something of a paradox. On the one hand, Roosevelt never endorsed anti-lynching legislation; he accepted segregation and disenfranchisement; and he condoned discrimination against blacks in federally funded relief programs. On the other hand, Roosevelt won the hearts and the votes of African Americans in unprecedented numbers. Many black Americans not only voted for Roosevelt; they made him into a hero. "Franklin," "Eleanor," "Delano," and even "Roosevelt" became popular first names for black children in the 1930s. And many African Americans hung the president's picture on their walls beside those of Christ and Lincoln. Another indication of the powerful impression that Roosevelt made in the black community was Big Joe Williams' recording of a blues tribute on the occasion of Roosevelt's death in 1945, "His Spirit Lives On."

The harmony of rural life is often romanticized, but differences among neighbors, whether ethnic, religious or political, could often lead to tension, especially as new groups emigrated west. Ezra and Dan Miller were born in a sod house in North Dakota but migrated with a group of Amish Mennonites to Montana. In this 1981 interview, conducted by Laurie Mercier for the Montana Historical Society, they described how local cowboys reacted to the influx of Amish farmers.

Religious leaders, civic groups, educators, the press, and government officials have voiced concern since the 19th century over supposed deleterious effects on children of popular culture, from dime novels and motion pictures to comic books, and television. Anxiety over comic books grew as the pulp fiction crime and horror genre developed at the end of World War II. In 1948, psychologist Fredric Wertham advocated the prohibition of comic books to children under the age of 16, claiming that all of the delinquent children he studied had read them. Although the industry's trade organization devised a Code that year to regulate content, only one-third of the publishers subscribed to it. During the next few years many states debated, but did not adopt, bills to ban or regulate comic books, in part because of a 1948 Supreme Court decision that overturned a state statute banning the sale or distribution of crime literature. In 1954, the Senate Subcommittee on Juvenile Delinquency conducted hearings on comic books and warned the industry that if self-regulation did not prove to be effective, "other ways and means" would be found to protect children. The industry formed a new trade association and formulated a new Code to self-censor content. The Code symbol subsequently appeared on approved comic books, curtailing the crime and horror genre. The Code, refined in 1971 and 1989, remains a regulatory instrument for association members.

As United States foreign investments increased during the 1920s, so did the frequency of American military interventions. The 1928 Havana Pan-American Conference found President Calvin Coolidge defending U.S. intervention in Nicaraguawhich lasted from 1912 to 1933from attacks by Latin American delegates. U.S. press coverage largely ignored the controversy, preferring to herald trans-Atlantic aviator Charles Lindbergh's arrival in Havana with a message of goodwill." "How sweet it sounds in the ears of the Pan-American delegates

Google Apps 101 curriculum focuses on exposing students to the Chrome OS (using Chromebooks) and proper use of Google Drive, Docs, Sheets, Slides, and Forms with business education appropriate supporting activities for students. This 21 day curriculum provides all related content and instruction for teachers to confidently teach the lessons.

Google Lit Trips are free downloadable files that mark the journeys of characters from famous literature on the surface of Google Earth. At each location along the journey there are placemarks with pop-up windows containing a variety of resources including relevant media, thought provoking discussion starters, and links to supplementary information about “real world” references made in that particular portion of the story.

In his essay "Wealth," published in North American Review in 1889, the industrialist Andrew Carnegie argued that individual capitalists were duty bound to play a broader cultural and social role and thus improve the world. Some labor activists sharply differed with Carnegie's point-of-view and responded with essays of their own, such as the Pennsylvania trade unionists who protested Carnegie's gift of a library to the city of New Castle by pointing out that it had been built with the "sweat and blood of thousands of workers." Carnegie's essay, below, later became famous under the title "The Gospel of Wealth." (Click here to hear an audio version of an excerpt from that speech.)

Website Description:
What's the relationship between government and power? And how do the concepts of authority, legitimacy, and sovereignty influence that relationship? In this lesson, students are introduced to these key characteristics of government, consider how governments establish and maintain them, and analyze government forms to determine if and how each characteristic exists.

Student Learning Objectives:
*Explain how governments get their power, authority, legitimacy, and sovereignty
* Analyze governments for key characteristics
* Describe the relationships power, authority, legitimacy, and sovereignty share
* Consider a government’s legitimacy

This gallery offers a closer look at some of the state’s grandest hotels and resorts built between the 1870s and the 1940s. Some, like Oakton Springs in Pewaukee, have long since vanished; others, like the Northernaire of Three Lakes and Milwaukee’s Pfister, continue to serve visitors from around the country.

Saaid Al Fawaed or 'Grasp the Benefits' is an Islamic library that contains many books related to the explanation of the Holy Qur'an, the Prophet Muhammad, and more. A special section has been created on this website for the Arabic language. Here, the user can find grammar books, how-to-read books, dictionaries, and more. The site and its contents are entirely in Arabic.

For four years after the U.S. dropped atom bombs on Hiroshima and Nagasaki to end World War II, America held a monopoly on the production of atomic weapons. On September 24, 1949, however, news of a Soviet Union nuclear weapons test shocked the nation. The following April, a National Security Council report to President Harry S. Truman advised development of a hydrogen bomb--some 1,000 times more destructive than an atom bomb--and a massive buildup of non-nuclear defenses. The subsequent outbreak of war in Korea in June 1950 justified to many increased defense spending. When fighting reached a stalemate, some in politics and the military--including General Douglas MacArthur, head of the Far East command--advocated the use of atomic weapons against targets in China. Although the Korean War was fought solely with conventional weapons, peace came only after the Eisenhower administration threatened to use nuclear weapons. Following the July 1953 armistice, government and military officials debated the place of nuclear weapons in future defense planning. In this January 1954 Collier's article, Styles Bridges, chairman of the Senate Appropriations Committee, laid out various proposals and assured citizens of their leaders' dedication "to finding the best solution." Despite a test ban treaty in 1963--sparked in part by the 1962 Cuban Missile Crisis that brought the U.S. and the Soviet Union to the brink of nuclear war--subsequent arms control agreements, and a vigorous nuclear freeze movement, the two superpowers nevertheless pursued an escalating arms race that reached a peak combined total of nearly 60,000 nuclear warheads by the late 1980s.