Into the Future: Social Media Info Elevates Big Data Predictions Your tweets do have meaning. To your family and friends, of course and maybe to some colleagues. But we are referring to a bigger meaning for your online musings, in the bundled and aggregated sense. Sophisticated investors and some government agencies are increasingly analyzing social media data to enhance their own statistical predictive capabilities. Tweets, Facebook likes and shared articles are among the clues. Downsides do exist. Skepticism about the worth of bundled tweets or likes is already abundant. Ariana Cha reports in the Washington Post: From a trading desk in London, Paul Hawtin monitors the fire hose of more than 340 million Twitter posts flying around the world each day to try to assess the collective mood of the populace.The computer program he uses generates a global sentiment score from 1 to 50 based on how pessimistic or optimistic people seem to be from their online conversations.
Constitution Day: An Opportunity for Empowering Students to Think Critically Chip Somodevilla/Getty ImagesLaird Monahan walking up the steps of the Lincoln Memorial past a giant banner printed with the Preamble to the United States Constitution during a demonstration against the Supreme Court’s Citizens United ruling on Oct. 20, 2010.Go to related 2010 blog post » Sept. 17 is Constitution Day, the day when the writers at the Constitutional Convention in Philadelphia signed the United States Constitution in 1787. Dust is far from gathering on this 225-year-old document, however (not least because it is preserved in the highly protected, temperature-regulated National Archives case): The Constitution influences our lives, schools and government every single day. Each school day is an opportunity to make the Constitution relevant in your classroom by empowering students to research big questions, think critically, defend their arguments with evidence and speak their opinions with the protections that the Constitution entitles us. 1. 2. 3. 4. 5.
Industrial Revolution Lesson Plans for 8th Grade American History NORTHERN CLOTH MANUFACTURER - You are a manufacturer of cloth in America. Before Congress passes the tariff of 1828, you almost went out of business. The British cloth manufacturers were selling their cloth so cheaply in the USA that you could not compete with them. SOUTH CAROLINA PLANTER - You are a cotton plantation owner in South Carolina. JOHN C. ANDREW JACKSON - As President, you understand the point of view of Southerners who are strongly opposed to the tariff. DANIEL WEBSTER - One of the nation's great speakers, you are a senator from Massachusetts. HENRY CLAY - Your nickname is "The Great Compromiser." NORTHERN FACTORY WORKER - Because you are employed in a factory in New York, you are very much in favor of a protective tariff, a tax on goods coming n from other countries. ROBERT Y. Image Credit
Teacher Guide To The Industrial Revolution - Lesson Plans, Worksheets Teacher Guide to the Industrial Revolution Before the Industrial Revolution, manual labor was the basis of most production and by necessity the scale of production was small. This tended to keep the supply amounts small and so the market reach was also limited. Even when this progressed to the use of animal-powered vehicles, there was not a significant improvement in scale of production. At the same time there was also an improvement in transportation options because there had been investment in infrastructure such as canals and roadways. It is thought that changes such as the more defined national borders, the drop in disease levels and the less labor-intensive means of production all helped the Industrial Revolution. The Industrial Revolution which started with changes in production led to changes in the legal system and in the financial aspects of trade. There were also some negative developments from the Industrial Revolution. Related Teacher Resources That Are Worth A Look:
The Battle Over Reconstruction As the Civil War drew to a close, the social, political and economic conditions within the rebellious southern states fueled discussion about how to restore them to the Union. This series of lesson plans will examine the nature and extent of some of these social, political and economic conditions and how they worked to shape the debate about restoring southern states to the Union as well as their lasting impact in shaping the national debate in the years following Reconstruction. Beyond the obvious material destruction, there was more to reconstruct in the South than buildings, farms, manufacturing and railroads—there were social and political relationships to rebuild. Yet, it is impossible to understand Reconstruction fully without a grasp of the social and economic upheaval the war brought with it. For the people living through the times, this upheaval created a situation that demanded immediate attention. Many in Congress, however, had a different view. President Ulysses S.
Original Civil War photographs Primary Source Sets - For Teachers Teachers Abraham Lincoln: Rise to National Prominence Speeches, correspondence, campaign materials and a map documenting the free and slave states in 1856 chronicle Lincoln’s rise to national prominence Alexander Hamilton Manuscripts, images, and historic newspapers document the life and accomplishments of Alexander Hamilton American Authors in the Nineteenth Century: Whitman, Dickinson, Longfellow, Stowe, and Poe A selection of Library of Congress primary sources exploring the topic of American authors in the nineteenth century, including Walt Whitman, Emily Dickinson, Henry Wadsworth Longfellow, Harriet Beecher Stowe, and Edgar Allan Poe. Top
THE WEST - The Dawes Act (1887) The Dawes Act February 8, 1887 (U. S. [Congressman Henry Dawes, author of the act, once expressed his faith in the civilizing power of private property with the claim that to be civilized was to "wear civilized clothes...cultivate the ground, live in houses, ride in Studebaker wagons, send children to school, drink whiskey [and] own property."] An act to provide for the allotment of lands in severalty to Indians on the various reservations, and to extend the protection of the laws of the United States and the Territories over the Indians, and for other purposes. To each head of a family, one-quarter of a section; To each single person over eighteen years of age, one-eighth of a section; To each orphan child under eighteen years of age, one-eighth of a section; and, To each other single person under eighteen years now living, or who may be born prior to the date of the order of the President directing an allotment of the lands embraced in any reservation, one-sixteenth of a section; . . .
American Experience | The Rockefellers | People & Events Youth Rockefeller Archive Center John D. John D. By the age of 12, he had saved over $50 from working for neighbors and raising some turkeys for his mother. From 1852 Rockefeller attended Owego Academy in Owego, New York, where the family had moved in 1851. In 1853, the Rockefellers moved to Cleveland, Ohio, and John attended high school from 1853 to 1855. Early Business Career: 1855-1863 In the spring of 1855 Rockefeller spent 10 weeks at Folsom's Commercial College -- a "chain College" -- where he learned single- and double-entry bookkeeping, penmanship, commercial history, mercantile customs, banking, and exchange. In August of 1855, at the age of 16, Rockefeller began looking for work in Cleveland as a bookkeeper or clerk. Rockefeller soon impressed his employers with his seriousness and diligence. By 1858, Rockefeller had more responsibilities at Hewitt & Tuttle. During the Civil War their business expanded rapidly. Rockefeller was extremely hard working. Oil Refining 1863-65
Political Cartoons Illustrating Progressivism and the Election of 1912 Background The Progressive Era, as the period in history at the turn of the 20th century has come to be known, was a time of tremendous social, economic, and political changes, and the presidential election of 1912 typified the reform spirit of the period. Beginning in the late 1800s with the challenge to the "spoils system" of machine politics, progressivism gathered momentum between 1900 and 1916, as the desire for reform permeated the minds of the American people. Reformers themselves were a diverse group, frequently with different views, but always the same general purpose-- to reform America. Among them were politicians, labor leaders, religious leaders, and teachers, men and women who believed the federal government needed to address the ills of a modern industrialized society. Among their choices for president in 1912 were three major candidates, each of whom laid claim to successful reform measures. Resources Aaseng, N. Blum, J. Peterson, A. The Documents Anti-Third Term Principle