During the second quarter of the 19th century numerous radical movements emerged, and some withdrew from society and formed ideal or utopian communities. The Shakers (or Shaking Quakers) were the oldest and largest of these utopian movements, founded in Great Britain by Mother Ann Lee, who arrived in North America in 1774. Shakers abandoned the traditional family in favor of a new fellowship of men and women who lived as brothers and sisters, worked in agriculture and artisanal crafts, and adopted the practices of cooperation and celibacy. Many were attracted to their communitarian message, especially women like Mary Doolittle of New Lebanon, New York, who joined the local Shakers (the second of what became 19 communities stretching from New England, across New York, to Ohio and Kentucky). Doolittle narrates her initial emotional conflict between family and belief, and the suspicion, even hostility, of local people toward her new "Family," as Shaker units were called.

With the annexation of Texas in 1848 at the end of the Mexican-American War, Tejanos--Texans of Mexican descent--lost property rights and political power in a society dominated by Anglos. Through discriminatory practices and violent force, Tejanos were kept at the bottom of the new political and socio-cultural order. From 1900-1930, as an influx of immigrants from Mexico came north to meet a growing demand for cheap labor in the developing commercial agriculture industries, Tejanos experienced continued discrimination in employment, housing, public facilities, the judicial system, and educational institutions. Many school districts segregated Tejano and Anglo children into separate facilities with the Mexican schools grossly underfunded and often offering only a grade school education. In 1930, when 90% of the schools in South Texas were segregated, the League of United Latin American Citizens (LULAC), a Tejano advocacy group organized the previous year, supported the first major court challenge in Texas to end school segregation. The Texas Court of Appeals, however, ruled that school districts could use such criteria as language and irregular attendance due to seasonal work to separate children in school. The struggle of Mexican Americans to end discriminatory practices accelerated following World War II. In 1948, LULAC and the newly formed American G.I. Forum, an advocacy group of Mexican American veterans, assisted in a lawsuit. The federal district court ruling in that case prohibited school segregation based on Mexican ancestry. Localities devised ways to evade the ruling, however, and de facto segregation continued. Student protests in the late 1960s achieved an end to some discriminatory practices. In subsequent years a new civil rights organization, the Mexican American Legal Defense and Educational Fund (MALDEF), continued the fight in the courts, eventually concentrating on the introduction of bilingual and bicultural programs into schools. In the following interview, Ed Idar, associated with both the Forum and MALDEF, related a successful grassroots effort in the early 1950s to desegregate a school without a court ruling.

The Folger Shakespeare Library provides the full searchable text of "All's Well That Ends Well" to read online or download as a PDF. All of the lines are numbered sequentially to make it easier and more convenient to find any line.

Wartime production demanded the mobilization of thousands of workers to make steel and rubber, to work in petrochemical industries, and to build ships. As a result, African Americans made striking gains in employment even while also facing continuing discrimination. Black women, for example, got jobs working on the railroads for the first time during the world war. Black women found jobs as laborers, cleaning cars, wiping engines, tending railroad beds. Helen Ross was one of them, working for the Santa Fe Railroad. In an interview with the Women's Service Section of U.S. Railroad Administration, Ross described the advantages of her railroad job. Nevertheless, the same agency later declared such work too heavy for women.

In the decades following the Confederacy's 1865 defeat and the abolition of racial slavery, white southern landowners, entrepreneurs, and newspaper editors heralded the coming of a "New South" economic order. Freed from the plantation system, the South would enter the modern age, building factories to turn its cotton into cloth, its tobacco crop into finished cigars and cigarettes, and its growing coal and iron ore output into steel. But not all southerners benefited from a prosperous and industrialized New South. Mill workers, small farmers, and tenants and sharecroppers bore the brunt of the sacrifices required to build a new southern economy. These extracts from letters by tenants and farm laborers to the North Carolina Bureau of Labor Statistics in 1887 and 1889 described the depressed crop prices, usurious interest rates charged by landowners for seed and equipment, and the absence of decent schooling for children faced by southern agricultural workers.

In 1889, Knights of Labor General Investigator Leonora Barry surprised the union by recommending that the Woman's Department, which she headed, be disbanded. "There can be no separation or distinction of wage workers on account of sex," she argued, "and a separate department for the interests of women is a direct contradiction of this." The Knights rejected her recommendations, and Barry continued her organizing work. What finally halted Barry's organizing efforts--and the work of the union's Woman's Department--was her marriage in 1890 to Obadiah Read Lake, a St. Louis Knight and printer. Terrence V. Powderly, the head of the Knights, had not always fully supported Barry's efforts and his readiness to see her marriage as the equivalent of her death (as this letter to a fellow Knight revealed) showed the limitations of the Knights' commitment to women's full participation. Although Barry's labor organizing ended, she remained active in temperance, women's suffrage, and other progressive causes.

This website by the National Center for Complementary and Integrative Health teaches students about alternative health practices. The website breaks down alternative health practices into 4 broad categories - nutritional, psychological, physical, and other. Then, it provides specific examples of alternative health practices in each category. By clicking on the specific example, the website redirects you to a page that defines and describes that practice in more detail. This website is great because it provides diagrams; charts; embedded links to additional information; general alternative health practices; and alternative health practices specific to groups like military personnel, cancer patients, and cancer survivors. As an interactive activity, students can separate into small groups. Each member can research a specific alternative health practice like massage therapy, acupuncture, or meditation. After a brief time window like 10-15 minutes, the students can share their findings with the group in the form of a Prezi, Google Slides, or speech. The goal of this activity is for students to become familiar with alternative health practices, be able to list and discuss specific practices, and possibly use some of these practices in their lives.

The productive capacity of the United States during World War II surpassed all expectations. To boost that production and maintain supply levels for troops abroad, Americans at home were asked to conserve materials and to accept ration coupons or stamps that limited the purchase of certain products. Gasoline, rubber, sugar, butter, and some kinds of cloth were among the many items rationed. American responses to rationing varied from cheerful compliance to resigned grumbling to instances of black market subversion and profiteering. Government-sponsored posters, ads, radio shows, and pamphlet campaigns urged Americans to contribute to scrap drives and accept rationing without complaint. "Aluminum for Defense," a comic program from New York's radio station WOR in 1941, conveyed some of the tone of these campaigns. This excerpt, complete with clashing pots and pans, moved from Times Square to Harlem to the tony Stork Club.

African-American women held as slaves were particularly vulnerable to abuse at the hands of their white owners. This engraving appeared in abolitionist George Bourne's Slavery Illustrated in Its Effects upon Women, published in 1837. It highlighted the connections between the anti-slavery and women's rights movements, as some women abolitionists, such as Sarah and Angelina Grimke, used the anti-slavery cause to address their own plight as women. The connections they drew were highly controversial, and many anti-slavery organizations were split over the issue of women's rights.

An organized movement led by women and dedicated to winning equality took formal shape at the first women's rights convention, held in Seneca Falls, New York in 1848. Many of the women who took part had been active in other social causes, such as the abolition of slavery, before joining the struggle for women's rights. In this 1859 cartoon published in Harper's Weekly, hecklers disrupted the proceedings of a women's-rights meeting.

In the years following the 1920 ratification of the 19th Amendment extending voting rights to women, the National Woman's Party, the radical wing of the suffrage movement, advocated passage of a constitutional amendment to make discrimination based on gender illegal. The first Congressional hearing on the equal rights amendment (ERA) was held in 1923. Many female reformers opposed the amendment in fear that it would end protective labor and health legislation designed to aid female workers and poverty-stricken mothers. A major divide, often class-based, emerged among women's groups. While the National Woman's Party and groups representing business and professional women continued to push for an ERA, passage was unlikely until the 1960s, when the revived women's movement, especially the National Organization for Women (NOW), made the ERA priority. The 1960s and 1970s saw important legislation enacted to address sex discrimination in employment and education--most prominently, the Equal Pay Act of 1963, Title VII of the Civil Rights Act of 1964, and Title IX of the 1972 Higher Education Act--and on March 22, 1972, Congress passed the ERA. The proposed amendment expired in 1982, however, with support from only 35 states÷three short of the required 38 necessary for ratification. Strong grassroots opposition emerged in the southern and western sections of the country, led by anti-feminist activist Phyllis Schafly. Schlafly charged that the amendment would create a "unisex society" while weakening the family, maligning the homemaker, legitimizing homosexuality, and exposing girls to the military draft. In the following document submitted in 1984 to a House committee considering a new bill to enact the ERA, a male rights advocate assessed potential legal benefits men might receive due to its passage.

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 a joint Congressional committee, two Commission members summarized their findings and recommended the creation of jobs. In 1998, 30 years after the Kerner Report, Harris co-authored a study that found the racial divide had grown in the ensuing years with inner-city unemployment at crisis levels. Opposing voices argued that the Commission's prediction of separate societies failed to materialize due to a marked increase in the number of African Americans living in suburbs.

Inspired by Mary Shelley's novel about a man-made monster who turned upon its creator, this cartoon depicted the railroad trampling the rights of the American people. Agriculture

This course covers American Government: the Constitution, the branches of government (Presidency, Congress, Judiciary) and how politics works: elections, voting, parties, campaigning, policy making. In addition weęll look at how the media, interest groups, public opinion polls and political self-identification (are you liberal or conservative, Democrat or Republican or something else?) impact politics and political choices. Weęll also cover the basics in economic, social and foreign policy and bring in current issues and show how they illustrate the process.

In this class we will practice skills in reading, analyzing, and writing about fiction, poetry and drama from a select sampling of 20th Century American Literature. Through class discussion, close reading, and extensive writing practice, this course seeks to develop critical and analytical skills, preparing students for more advanced academic work.

This site examines the job of a president, the balance of power with the Supreme Court and Congress, and ways presidents have communicated with the public. Features include the battle sword of George Washington, the lap desk on which Thomas Jefferson wrote the Declaration of Independence, and the top hat worn by Abraham Lincoln the night he was assassinated.

This lesson looks at how the American Revolution manifested itself as a civil war, and turned neighbors into enemies. America in Class Lessons are tailored to meet the Common Core State Standards. The Lessons present challenging primary resources in a classroom-ready format, with background information and analytical strategies that enable teachers and students to subject texts and images to the close reading called for in the Standards.

During the U.S. war in the Philippines between 1899 and 1904 (which grew out of the Spanish-American War that had erupted in 1898), ordinary American soldiers shared the nationalist zeal of their commanders and pursued the Filipino "enemy" with brutality and sometimes outright lawlessness. Racism, which flourished in the United States in this period, led American soldiers to repeatedly assert their desire "to get at the niggers." An anti-imperialist movement, which rejected annexation by the United States of former Spanish colonies like Puerto Rico and the Philippines, attempted to build opposition at home to the increasingly brutal war. Although few soldiers joined the anti-imperialist cause, their statements did sometimes provide ammunition for the opponents of annexation and war. In 1899, the Anti-Imperialist League published a pamphlet of Soldiers Letters, with the provocative subtitle: "Being Materials for a History of a War of Criminal Aggression." Historian Jim Zwick notes that the publication "was immediately controversial. Supporters of the war discounted the accounts of atrocities as the boasting of soldiers wanting to impress their friends and families at home or, because the identities of some of the writers were withheld from publication, as outright fabrications." But the brutal portrayal of the war that is found in these letters (excerpts from twenty-seven of them are included here) is supported in other accounts.

The rise of a new Northern middle class brought with it new ideals of family life and gender roles. While men worked outside the home, women were to preside over the domestic sphere, not only by performing household labor but also by setting a moral example for children and creating a haven that was protected from the outside world. This frontispiece and title page came from a popular 1869 guide to the formation and Maintenance of Economical

Combatants in World War II possessed far greater firepower than ever before. Consequently, the incidence of death and mutilation in units actually fighting the enemy was extremely high, sometimes one in three. World War II was the first war in which combat deaths actually outnumbered fatalities from disease or accident. President Franklin D. Roosevelt's wartime government carefully controlled what information reached the American public from the battle fronts. Until September, 1943, government censors blocked the publication of all photographs showing dead American soldiers. After that, censors continued to withhold many pictures such as this photograph taken on Leyte Island in the Philippines on October 31, 1944that did not, even in death, conform to the heroic image of the American fighting man.