This lesson, the second in a series, encourages students to think and talk openly about the concept of beauty, particularly as it overlaps with issues of race and racial identity.

In this lesson of the series, “Beyond Rosa Parks: Powerful Voices for Civil Rights and Social Justice,” students will read and analyze text from “The Progress of Colored Women,” a speech made by Mary Church Terrell in 1898. Terrell was the first president of the National Association of Colored Women (NACW), an organization that was formed in 1896 from the merger of several smaller women’s clubs, and was active during the period of Jim Crow segregation in the South.

In this lesson, students will read an excerpt of an interview given by Mary McLeod Bethune and will learn that she founded the Daytona National and Industrial School for Negro Girls (now Bethune-Cookman College) in 1904. Through close reading, they will explore and discuss connections between events from Bethune’s life experiences and their own lives, and connections between past and current events.

John Emil List murdered his mother, wife, and three teenaged children on November 9, 1971 in their dilapidated Westfield, NJ mansion.  The victims were not discovered for nearly a month, and List escaped capture for nearly 18 years.  This repository includes primary source materials and lesson plans for instructors in criminal justice, history, and psychology.Repository Locationhttps://unioncc.instructure.com/courses/11394

This kit explores the ways in which King and his legacy have been portrayed in various media forms. The first lesson follows a chronology of King's life through interactive decoding of rich media documents (comic books, billboards, songs, music videos, etc.). The following lessons use excerpts of Dr. King's speeches from 1963, 1967 and 1968 to examine his views on social change; explore the portrayal of King in magazine covers, advertisements, Web sites, film clips and monuments; and use letters to the editor about celebrating King to explore challenges to change.

This lesson focuses on the concept of "fake news" and the responsibilities of news and media creators and consumers. Students will explore PEN America's News Consumers' Bill of Rights and Responsibilities and read an article about "fake news" that presents strategies on how to approach digital sources.

This course introduces students to the basic concepts and methods of moral and political philosophy. Its primary focus is on the development of moral reasoning skills and the application of those skills to contemporary social and political issues. Upon successful completion of this course, students will be able to: Discuss several major theories of justice and morality, including utilitarianism, libertarianism, social contract theory, deontology, and the ethics/politics of virtue; Demonstrate how moral and political dilemmas are handled differently by each set of theoretical principles; Develop their analytical skills through interpreting the consequences of various moral principles and revising principles to correspond with their own conceptions of justice; Discuss the relationship between morality and politics; Formulate their own positions concerning moral and political principles, especially in regards to particular issues discussed in this course; Discuss the origins of western democratic politics and constitutional government; Address a range of difficult and controversial moral and political issues, including murder, the income tax, corporate cost-benefit analysis, lying, affirmative action, and same-sex marriage. (Philosophy 103)

A large, color campaign poster for Grant and Colfax. Bust portraits of the two candidates are framed in ovals emblazoned with stars. Flanking them are standing allegorical figures Justice (left), blindfolded and holding scales, and Wisdom (right), wearing a helmet. At Justice's feet, near Grant's portrait, are implements of war. At Wisdom's feet are symbols of agriculture, including a sheath of wheat, a rake, and a scythe. Above, an American eagle with arrows and an olive branch alights on a pedestal from which radiate four staffs with American flags. |Entered . . . 1868 by M.B. Brown & Co. . . . New York.|In the block: Clarry & Reilly|The Library's impression of the work was deposited for copyright on June 16, 1868. |Title appears as it is written on the item.|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1868-10.

This seminar is a space for collaborative inquiry into the relationships between social movements and the media. We’ll review these relationships through the lens of social movement theory, and function as a workshop to develop student projects. Seminar participants will work together to explore frameworks, methods, and tools for understanding networked social movements in the digital media ecology. We will engage with social movement studies as a body of theoretical and empirical work, and learn about key concepts including: resource mobilization; political process; framing; New Social Movements; collective identity; tactical media; protest cycles; movement structure; and more. We’ll explore methods of social movement investigation, examine new data sources and tools for movement analysis, and grapple with recent innovations in social movement theory and research. Assignments include short blog posts, a book review, co-facilitation of a seminar discussion, and a final research project focused on social movement media practices in comparative perspective.

This seminar is a space for collaborative inquiry into the relationships between social movements and the media. We’ll review these relationships through the lens of social movement theory, and function as a workshop to develop student projects. Seminar participants will work together to explore frameworks, methods, and tools for understanding networked social movements in the digital media ecology. We will engage with social movement studies as a body of theoretical and empirical work, and learn about key concepts including: resource mobilization; political process; framing; New Social Movements; collective identity; tactical media; protest cycles; movement structure; and more. We’ll explore methods of social movement investigation, examine new data sources and tools for movement analysis, and grapple with recent innovations in social movement theory and research. Assignments include short blog posts, a book review, co-facilitation of a seminar discussion, and a final research project focused on social movement media practices in comparative perspective.

“The New Deciders” examines the influence of voters from four demographic groups—black millennials, Arab Americans, Latino Evangelicals and Asian Americans. Viewers will meet political hopefuls, community leaders, activists and church members from Orange County, California, Cleveland, Ohio, Greensboro, North Carolina and Orlando, Florida, all of whom have the opportunity to move the political needle, locally and nationally.

“The New Mad Men” explores how changing demographics in the United States have changed the face of advertising. In particular, the focus is on the purchasing power of the 54 million Latinx people currently living in the United States. The episode visits the headquarters of LatinWorks, an advertising agency in Austin, Texas, with a specialty in multicultural advertising.

This lesson focuses on PEN America's News Consumers' Bill of Rights and Responsibilities. Students will read the bill of rights, rephrase some of the rights and responsibilities, and rank the rights in order of importance. Finally, students will work together to construct a short dramatic skit that shows the significance of one right of their choosing.

Robert Nozick was one of the most influential philosophers of the twentieth century, but according to Professor Chris Freiman of the College of William and Mary, he is frequently misunderstood. In this lecture, Professor Freiman gives an overview of Nozick’s political philosophy.

An extremely crude and somewhat obscure satire on Union general Ambrose E. Burnside's controversial suspension of the Chicago "Times" because of "disloyal and incendiary statements." The anti-Lincoln paper was temporarily closed by order of Burnside, the military commander of the Department of the Ohio, in June 1863. This order was quickly rescinded by President Lincoln. Nichols's satire is crowded and confusing. Burnside stands in the center in a tattered uniform stamped repeatedly "Chicago Times." A gavel or mallet rests on his head. A ragged black officer "Chief of Staff" stands beside him asking, "Wah! Brudder what dat on your head an back an what you doing here?" Burnside replies, "Well "Alias" I've been prowling about here and stole the Cock of the walk, then I went into the Times Ofice to get some pie (pi) and their devil [i.e., printer's devil or apprentice?] scratched and tore me and left his mark all over my back. Then Drummond put this injuntion on my head and told me to stand here and look at this goddess a spell [i.e., the figure of Civil Justice who appears at left] and it rather skeers me." At left is the goddess of Civil Justice holding a sword marked "Civil Liberty First" and scales. She stands on a large book inscribed "Drummond's State Platform." Behind her is a telegraph line which flashes the words "Back out Ambrose--A. Lincoln." Several onlookers are also present. One (far right) shouts, "Hurah," as a newsboy carrying the Chicago "Times" rushes up announcing, "Eres the Times Morning Edition. dugham-stealers got Injunctioned." The print must have appeared in the midst of the "Times" controversy, as the Library's impression was deposited for copyright on June 30, 1863.|Entered . . . 1863 by E.W.T. Nichols . . . Mass.|Title appears as it is written on the item.|Weitenkampf, p. 138.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1863-6.

Students begin by exploring relevant vocabulary words. They then view a video about Jaylen Arnold, a young boy with Tourette syndrome, and how he has overcome bullying by children who did not understand his condition. Students will discuss Jaylen’s story and create posters to help communicate his message. They will then develop guidelines for how they can celebrate diversity and reduce bullying and share these guidelines with other classrooms.

What are the most salient similarities between mass incarceration and Jim Crow? Mass incarceration is a system of racialized social control that, like slavery and Jim Crow before it, operates to discriminate and create a stigmatized racial group locked into an inferior position by law and custom.

This lesson focuses on helping young children learn to participate in different kinds of digital communities. Students will solidify and work on what they know about being part of any community.

This shortest month of the year is typically filled with history reports, pageants, guest speakers, cultural fairs and the like. Seldom a day goes by that we don't hear the names of Dr. Martin Luther King, Jr., Madame C.J. Walker, George Washington Carver, and so on.