This course focuses on one particular aspect of the history of computing: the use of the computer as a scientific instrument. The electronic digital computer was invented to do science, and its applications range from physics to mathematics to biology to the humanities. What has been the impact of computing on the practice of science? Is the computer different from other scientific instruments? Is computer simulation a valid form of scientific experiment? Can computer models be viewed as surrogate theories? How does the computer change the way scientists approach the notions of proof, expertise, and discovery? No comprehensive history of scientific computing has yet been written. This seminar examines scientific articles, participants’ memoirs, and works by historians, sociologists, and anthropologists of science to provide multiple perspectives on the use of computers in diverse fields of physical, biological, and social sciences and the humanities. We explore how the computer transformed scientific practice, and how the culture of computing was influenced, in turn, by scientific applications.

To study MIT is to study the modern world. In 2016, MIT celebrated the 100 anniversary of the move from Boston to Cambridge; therefore, this course examines the history of the Institute through the lens of the history of science and technology, and vice-versa. It is about discovery, exploration, adventure, learning, creative thinking, and the synthesis of big ideas. Additionally, this course is about the importance of the research university, what it has been in the past and what it will be in the future. The course includes guest lecturers and field trips to the Institute Archives and the MIT Museum.
The most important prerequisite for this class is curiosity, a desire to think deeply about MIT, and a willingness to communicate your thoughts and ideas. The ultimate aim is to fascinate you as much as to help you improve your skills synthesizing information from diverse sources about science, technology, and culture.

This course examines the history of MIT through the lens of the broader history of science and technology, and vice versa. The course covers the founding of MIT in 1861 and goes through the present, including such topics as William Barton Rogers, educational philosophy, biographies of MIT students and professors, intellectual and organizational development, the role of science, changing laboratories and practices, and MIT's relationship with Boston, the federal government, and industry. Assignments include short papers, presentations, and final paper. A number of classes are concurrent with the MIT150 Symposia.

Elwyn Robinson's sweeping History of North Dakota has become a classic in American state histories. One of the state's great professors and historians takes into account not only politics, but sociology, economics, ethnology, theology, nature studies and geography to describe North Dakota to the world and to itself.

Geography, in particular, formed the basis of Professor Robinson's historical interpretation. His 'too-much mistake,' the belief that North Dakota built too much, too fast, in an isolated area buffeted by difficult climate, has become the guiding principle for a quarter century of historical debate on Dakota plains history.

This course offers an introduction to the history and historiography of science from ancient Greece to the present. It is designed to serve as an introduction for those who have no prior background in the field and to deepen the knowledge of those who already do. We will consider how the history of science has responded to its encounters with philosophy, sociology, economics, and anthropology. Our readings and discussions will focus on determining what makes particular works effective, understanding major contemporary trends and debates in the history of science, and establishing resources for further research.

This course aims to give students a greater appreciation of the beautiful surroundings of the University of Skövde by finding the historical roots of this area. 

The curriculum materials in this packet are intended to provide middle- and high-school teachers with the background and basic tools they need to develop and incorporate lessons about Indian-white relations in Washington into existing lessons about the history of the United States and Washington. This packet focuses on the treaty negotiations and the establishment of reservations on the Olympic Peninsula that took place in the last half of the 19th century, but it also provides a broad overview of how relations between Indian nations and the United States government evolved in the first hundred years of the nation's history.

For many Americans, their fondest memories revolve around a library card. From searching through the stacks, to getting a return date stamped on the back of a new favorite book, libraries are a quintessential part of how Americans learn and engage with their local communities. Since this country’s founding, public libraries have received broad and consistent popular support for their democratic missions and services. The ability to access free information has become a core ideal of what it means to be an American citizen, despite periods of historic inequality. Libraries help make this access possible by placing public benefit at the center of their work and continually adapting their strategies to meet changing public needs over time. This exhibition tells the story of the American public library system, its community impact, and the librarians who made it possible—from the founding of the first US libraries through the first one hundred years of service. This exhibition was created as part of the DPLA’s Public Library Partnerships Project in collaboration with partners and participants from Digital Commonwealth, Digital Library of Georgia, Minnesota Digital Library, Montana Memory Project, and Mountain West Digital Library.

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This course provides a basic overview of the history of women in science, technology, engineering, and mathematics (STEM). Students will learn about specific contributions of women across a variety of disciplines and will gain a broad perspective on how these contributions played a larger role in the advancement of human knowledge and technological achievement. The class will also grapple with how both historic and modern biases within the STEM disciplines, as well as in representations of women and girls in media and popular culture, can affect outcomes in these areas.

This text discusses modern U.S. history (1865-1990), with a lean toward foreign policy and international relations. It is written for a 100-level college course.This text can be used to supplement and support lectures, especially for instructions who have a foreign relations focus. It can be used as a textbook, a reader or both.

Students investigate how old the universe is and when important events took place in the universe and on Earth. They draw the universe timeline from the beginning until today on the scale of a year.

Holocaust education is history, literature, social studies, psychology, art, and so much more. By studying the Holocaust we learn the importance of speaking out against bigotry and indifference, promoting equity, and taking action. Studies show that Holocaust education both improves students' critical thinking skills and encourages "upstander" behavior: willingness to act upon civic awareness and confront hatred in all its forms. On this site you're going to find lessons that adhere to the requisite guidelines for teaching about the Holocaust and Genocide, with options for in-person and remote instruction. Each Overview Lesson includes:Historical summarySurvivor video clipsDiscussion questionsCommon Core State Standards addressed in that lesson

This lesson is designed to give information and make real world connections to the Holocaust and Anne Frank, Miep Gies and concentration camps. 

The Holocaust: Remembrance, Respect, and Resilience by Michael Polgar and Suki John is a collection of multi-disciplinary essays and lesson plans by different scholars and Holocaust educators offered as an Open Educational Resource (OER).  

Spreadsheets Across the Curriculum module. Students calculate the volume of the Great Pyramid and, following Napoleon, estimate whether its volume is large enough to make a wall around France.

In our increasingly globalized world, a single infected person can board a plane and spread a virus across continents. Mark Honigsbaum describes the history of pandemics and how that knowledge can help halt future outbreaks. A quiz, thought provoking question, and links for further study are provided to create a lesson around the 8-minute video. Educators may use the platform to easily "Flip" or create their own lesson for use with their students of any age or level.