In the war for independence, the life of a common soldier was a rough one. Soldiers served relatively short periods in state militias or longer periods in the Continental Army, raised by Congress. About two hundred thousand men enlisted for one period or another. Militias supplied the greatest number of soldiers, comprised of farmers, artisans, and some professionals. The Continental Congress recruited the young and those with fewer resources, such as apprentices or laborers. Some enlisted voluntarily while others were drafted; the more affluent hired paid substitutes. All faced war's hardships of severe food shortages, discomfort, low morale, and danger. Joseph Plumb Martin, born in western Massachusetts, joined the militia in 1776 before his 16th birthday and served in the Continental Army from 1777 to 1783. In 1830, he wrote a colorful portrayal of the life of a common soldier, Some of the Adventures, Dangers and Sufferings of a Revolutionary Soldier. In this excerpt, Plumb described the British surrender at Yorktown in October 1781.

This course compiles some of the best thinking on leadership, outlining a framework for developing and measuring leadership effectiveness. Level: Intermediate - Some managerial experience is useful since some of the concepts relate directly to management effectiveness. Recommended for 2.0 hours of CPE. Course Method: Inter-active self study with self-grading exam, and certificate of completion.

This resource is an excellent starting point when school leaders consider equity in their school design/philosophy. It briefly explains why equity is so important in school design and provides a few simple actionable steps. Leaders should begin the process of examining their own understanding of who they are and what they believe about equity, the children they serve, and the school community they support, as well as how their beliefs and behaviors connect to determine how they show up in their work.

Article describes ways to build good working relationships by demonstrating a positive attitude, teamwork, and other desirable work qualities

This tool helps the user create a template for a learner profile for their classroom/school/district. It's not a sample, but instead intended to help you think about the different areas you might want to include in your profile to develop a rich understanding of your learners.

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This unit explores the role of the school management team (SMT) in managing a strategy for the school to identify and support vulnerable learners holistically. This strategy will involve teachers at the level of the classroom and will examine a simple system for referring vulnerable learners to the appropriate services for help.

This lesson uses the book Click, Clack, Moo: Cows That Type by Doreen Cronin to teach students word identification strategies. Through shared readings, teachers and students read and reread text from the book with fluency and expression. With repeated teacher modeling and guided practice, students learn to identify rimes or word families and apply their knowledge to the decoding of new words.

The history of American higher education reflects a long struggle between faculty and the business and political interests typically assembled on the governing boards of universities and colleges. By World War I, university and college faculty had become professionalized, governed by organized bodies that set general standards for promotion and tenure as well as for ethical conduct and for accuracy in research and scholarship. Assisted by organizations like the American Association of University Professors (AAUP), faculty had acquired a substantial degree of autonomy and authority over the conduct of their own business. But academics remained subject to both economic and political pressures, pressures that exploded during World War I era loyalty crusades. Thorstein Veblen's 1918 essay "The Higher Learning" accused American academics of capitulating to business. Veblen, a noted economist and social critic, argued that the pursuit of knowledge should answer to higher priorities than the pursuit of money, and that it demanded freedom of expression and thought. In American higher learning, Veblen thought, the interests of politics were so like the interests of business that the two had merged, leaving professors doubly vulnerable to intimidation.

With depression looming as a continual threat to the U.S. economy in the late 19th century, Americans debated how the government should respond to hard times--a question still unanswered today. Manufacturers--then as now--usually took the position that government should not interfere with the workings of the "free market." When J. H. Walker, a shoe manufacturer from Worcester, Massachusetts, testified in 1878 before a congressional committee investigating "the causes of the general depression in labor and business," he argued simply that the government should do nothing at all for the vast army of unemployed. "Leave them alone; that is the remedy," he declared.

This is a guided packet used with my Yearbook Publication class.  It was designed to specifically meet standard RI.11-12.8, which is asking for students to read, understand, and evaluate legal reasoning used in US Supreme Court cases.  The cases students are required to look at in this packet are cases specifically related to student journalism and student press rights ( and ).  It is used as a guided Internet search to supplement the information presented in the journalism textbook.

The Taft-Hartley Act, passed in 1947, symbolized the anti-labor climate of postwar America. The act expanded the power of employers and the government to prevent union organizing and strikes, and made it difficult for unions to take industrial action. The most difficult aspect of the bill for many unions to swallow required labor leaders to declare themselves to be non-Communist if they wanted to participate in NLRB elections. While many union members, like Leon Sverdlove of the Jewelry Workers union in New York, resented having to divulge their political views, they accepted the act's requirement in order to protect what union rights they had left. As Sverdlove found, however, even accepting the act's dictates did not protect unions and their members from accusations of communism, and many unions and workers suspected as communist sympathizers were forced out of organized labor.

Despite major cultural, legal, and medical impediments the use of birth control, including abortion, by American women was widespread at the turn of the century. In their quest to control unwanted pregnancies, American women could be surprisingly resourceful in the methods they used. In this audio excerpt from a 1974 interview with historian Sherna Gluck, Miriam Allen deFord described methods of birth control in vogue in the 1910s, including spermicides, douches, the Dutch pessary (an early diaphragm), and the use of ergot pills to induce abortion.

Students learn about saving, savings goals, interest, borrowing and opportunity cost by reading Less Than Zero. Students use a number line and a line graph to track spending and borrowing in the story.

Students will be able to determine the roles of women on the home front and battlefront during and after the Civil War., Examine historical events that are significant to Mississippi culture, but also relate to women from other states,
evaluate the contributions of women, African Americans, and other minority groups to the war effort. Students will be able to examine primary sources to gain an understanding of women's experiences and contributions to the Civil War.

In the years immediately following World War I, tens of thousands of southern blacks and returning black soldiers flocked to the nation's Northern cities looking for good jobs and a measure of respect and security. Many white Americans, fearful of competition for scarce jobs and housing, responded by attacking black citizens in a spate of urban race riots. In urban African-American enclaves, the 1920s were marked by a flowering of cultural expressions and a proliferation of black self-help organizations that accompanied the era of the "New Negro." Debates raged over the best political and organizational path for black Americans, and the Crisis, the national magazine of the National Association for the Advancement of Colored People (NAACP), offered one of the earliest and most powerful endorsements of the "New Negro." In an editorial immediately following the Chicago race riot of 1919, Crisis editor W. E. B. Du Bois argued in favor of acts of self-defense and armed resistance, despite the editorial's conciliatory title, "Let Us Reason Together."

Student organizers from groups such as Students for Democratic Society (SDS) traveled to college campuses around the country to build student opposition to the Vietnam War. Cathy Wilkerson, who worked in the SDS national office and edited the SDS paper, New Left Notes, described how SDS organizers used campus politics to build the movement. By getting students involved in conflicts over university governance, defense research taking place at their universities, or local civil rights issues, SDS engaged thousands of students who had not previously thought of themselves as political. The ability of SDS organizers to make the issues real to students by getting them to take risks and be confrontational on these local issues was, to Wilkerson, the key to SDS's organizing success.