You probably associate the so-called "War on Drugs" with the Reagans. Or maybe, more correctly, with the Nixon administration. But the government's anti-drug policies started decades before that.

And, as we discuss in this week's episode, those policies were often motivated by things other than public health and safety. Instead, they targeted - and continue to target - immigrants and communities of color.

This episode digs into the history of America's War on Drugs, featuring guests Jason Ruiz and Yasser Arafat Payne.

This lesson presents documents produced around and during the historic 1841 trial of 53 Africans, captured and sold as slaves, and subsequently accused of murder for commandeering the slave ship, Amistad, and killing its captain and cook. The site also contains a detailed lesson plan.

In July 1839, captive West Africans rebelled and took over the Spanish slaveship Amistad . They ordered the owners to Africa but, instead, the Amistad was taken on a meandering course, finally waylaid by a U.S. Navy brig. The Africans were charged with the murder of the captain and jailed in New Haven, Connecticut. Abolitionists came to their support; ex-President John Quincy Adams represented them in court. After a long legal battle, the Supreme Court freed the "mutineers" in 1841. The following year they returned to Africa.

A fun way to teach student what and how to use a dichotomous key.  The video is fun and engaging and is short enough to hold the students' interest, but long enough to teach the concept.

Congress passed the Fair Labor Standards Act (FLSA) on June 25, 1938, the last major piece of New Deal legislation. The act outlawed child labor and guaranteed a minimum wage of 40 cents an hour and a maximum work week of 40 hours, benefiting more than 22 million workers. Although the law helped establish a precedent for the Federal regulation of work conditions, conservative forces in Congress effectively exempted many workers, such as waiters, cooks, janitors, farm workers, and domestics, from its coverage. In October 1949, President Harry S. Truman signed into law the Fair Labor Standards Amendments of 1949, raising the minimum wage to 75 cents hour and extending coverage, but still leaving many workers unprotected. In the following statement to the 1949 Senate subcommittee on FLSA amendments, members of the laundry workers' union detailed the working conditions of laundry workers, argued that fair wages would not bankrupt commercial laundries, and called upon Congress to extend protection to laundry workers. The questioner, Senator Claude Pepper (D-Florida), a key advocate for the 1938 legislation, chaired the 1949 hearings and pushed the amendments through Senate and conference committees.

The lesson begins with a demonstration introducing students to the force between two current carrying loops, comparing the attraction and repulsion between the loops to that between two magnets. After formal lecture on Ampere's law, students begin to use the concepts to calculate the magnetic field around a loop. This is applied to determine the magnetic field of a toroid, imagining a toroid as a looped solenoid.

This article provides a short discussion of authentic learner voice and the importance of bringing learners into important decision-making processes. Using an example of a school outside of San Francisco, it explores learner voice in detail.

This lengthy resource includes many activities from labs to design challenges that include:
roller coastersbumper carscarouselspendulum rides
There are many connections to science concepts and some to design and build challenges as well.

The Bonus March was one of several grassroots movements of the unemployed during the Great Depression that galvanized thousands of men and women and helped focus attention on the role of the federal government in alleviating economic hardship. Twenty thousand World War I veterans marched to Washington to demand the immediate release of promised cash bonuses and set up camp until their demands were met. With President Herbert Hoover's authorization, federal troops, armed with tanks and cavalry, attacked the homeless veterans and burned their encampment. When images like this photograph, which shows the Bonus Marchers' shantytown burning down in sight of the Capitol on the afternoon of July 28, 1932, reached the public, Hoover's image was permanently tarnished.

Analysis I covers fundamentals of mathematical analysis: metric spaces, convergence of sequences and series, continuity, differentiability, Riemann integral, sequences and series of functions, uniformity, interchange of limit operations.

Continues 18.100, in the direction of manifolds and global analysis. Differentiable maps, inverse and implicit function theorems, n-dimensional Riemann integral, change of variables in multiple integrals, manifolds, differential forms, n-dimensional version of Stokes' theorem. 18.901 helpful but not required.

A comprehensive introduction to control system synthesis in which the digital computer plays a major role, reinforced with hands-on laboratory experience. Covers elements of real-time computer architecture; input-output interfaces and data converters; analysis and synthesis of sampled-data control systems using classical and modern (state-space) methods; analysis of trade-offs in control algorithms for computation speed and quantization effects. Laboratory projects emphasize practical digital servo interfacing and implementation problems with timing, noise, nonlinear devices.

Device and circuit level optimization of digital building blocks. MOS and bipolar device models and second order effects. Circuit design styles and arithmetic structures. Estimation and minimization of energy consumption. Interconnect models and parasitics; driver design; timing issues (clock skew, self-timed circuits, etc.). Memory architectures, circuits (sense amplifiers) and devices. Testing of integrated circuits. Extensive use of circuit layout and SPICE in design projects and software labs.

This course develops the fundamentals of feedback control using linear transfer function system models. Topics covered include analysis in time and frequency domains; design in the s-plane (root locus) and in the frequency domain (loop shaping); describing functions for stability of certain non-linear systems; extension to state variable systems and multivariable control with observers; discrete and digital hybrid systems and use of z-plane design. Students will complete an extended design case study. Students taking the graduate version (2.140) will attend the recitation sessions and complete additional assignments.

This class analyzes complex biological processes from the molecular, cellular, extracellular, and organ levels of hierarchy. Emphasis is placed on the basic biochemical and biophysical principles that govern these processes. Examples of processes to be studied include chemotaxis, the fixation of nitrogen into organic biological molecules, growth factor and hormone mediated signaling cascades, and signaling cascades leading to cell death in response to DNA damage. In each case, the availability of a resource, or the presence of a stimulus, results in some biochemical pathways being turned on while others are turned off. The course examines the dynamic aspects of these processes and details how biochemical mechanistic themes impinge on molecular/cellular/tissue/organ-level functions. Chemical and quantitative views of the interplay of multiple pathways as biological networks are emphasized. Student work will culminate in the preparation of a unique grant application in an area of biological networks.

The goal of this course is to investigate with students backgrounds on some of the pivotal events that have shaped our understanding and approach to architecture. Emphasis of discussion will be primarily on buildings and works of individual architects. Canonical architects, buildings and movements that have exerted significant influences on the development of architecture will be studied in detail. We will visit some of these buildings for a first-hand look and to evaluate for ourselves their significance or lack thereof. As a final project, each student will analyze a building through drawings, text, bibliography and a physical model in a format ready for documentation and exhibition.

An analysis of historical structures is presented in this class, presented in themed sections based around construction materials. Structures from all periods of history are analyzed. The goal of the class is to provide an understanding of the preservation of historic structures for all students.

GEOG 594a is a seminar that brings together the threads of the Geospatial Intelligence program and reinforces the standards of professionalism applicable to geospatial intelligence analysis in government and business. The seminar's overarching aim is to enhance your understanding of the role of geospatial intelligence, develop individual competencies, reinforce professional concepts, and improve geospatial analytical techniques and methods.The course is ten weeks in length and requires a minimum of 8-12 hours of student activity each week.

Analytical chemistry spans nearly all areas of chemistry but involves the development of tools and methods to measure physical properties of substances and apply those techniques to the identification of their presence (qualitative analysis) and quantify the amount present (quantitative analysis) of species in a wide variety of settings.

Analytical chemistry is more than a collection of analytical methods and an understanding of equilibrium chemistry; it is an approach to solving chemical problems. Although equilibrium chemistry and analytical methods are important, their coverage should not come at the expense of other equally important topics. The introductory course in analytical chemistry is the ideal place in the undergraduate chemistry curriculum for exploring topics such as experimental design, sampling, calibration strategies, standardization, optimization, statistics, and the validation of experimental results. Analytical methods come and go, but best practices for designing and validating analytical methods are universal. Because chemistry is an experimental science it is essential that all chemistry students understand the importance of making good measurements.