A prediction of dire consequences to follow from Jackson's withdrawal of federal funds from the Bank of the United States, initiated late in 1833. The artist is harshly critical of Jackson's move to distribute federal treasury funds among several state or so-called "pet" banks. He also condemns the influence of both Jackson's informal circle of advisors, the "Kitchen Cabinet," and the newspapers friendly to the Administration, the "Collar Presses." Jackson declared his own personal "responsibility" for the controversial order to remove the feredal deposits from the Bank. Here a mob of farmers, laborers, and tradesmen riot, holding papers saying "Broken Bank," and shouting "Send back the deposites! Recharter the Bank!" and "Come back old responsibility." They pursue Jackson, who flees to the right carried on the back of Jack Downing. Jackson: "By the Eternal Major Downing; I find Ive been a mere tool to that Damn'd Amos [Kendall] and his set, the sooner I cut stick the better." Downing: "I told you I'd get you off Jinral but it will be a tarnel tight squeeze I guess." In the center Thomas Ellicott and Reuben Whitney, anti-Bank fiscal advisors to the administration, try to pull down the statue of Justice (here labeled "Supreme Court") resting on a pedestal "Constitution." A man in judge's robes, Supreme Court Justice John Marshall, warns "Miscreants forbear, the day of retribution is at hand and Justice shall be no longer set at defiance!" Five dogs, representing newspapers supportive of Jackson's program, including the "Globe, Albany Argus, Evening Post, Standard," and "Journal of Commerce" scamper away with their collars chained together. These are called "Collar Presses, " a derisive nickname playing on their status as newspapers or "presses" subservient to the administration. On the far left Henry Clay tells Daniel Webster and John Calhoun, "Behold Senators the fulfilment of my predictions!" Below them two blacks converse: "Hurrah Bob two or three more rows like dis and nigger free, for there will be no more Goberment." "Hurrah! for Massa Garison [i.e. abolitionist William Lloyd Garrison], den he shall be King!" On a step at lower left a sailor offers a Jewish broker a ten dollar bank-note. Sailor: "I say Moses give us some ballast for this here bit of rag." Banker: "Mine Got that ish one of the Pet Bankhs I'll give you one Dollar for the Ten."|Entered . . . Southern District of New York by T.W. Whitley 1834, and for sale at 104 Broadway.|T.W. Whitley alias Sir Joshua invt.|The print was recorded as deposited for copyright by Whitley on February 1, 1834. The print was probably printed and sold by Anthony Imbert, since his address is given in the imprint. The print is also very close in style to Imbert's "Old Nick's New Patent Plan ... (no. 1834-5).|Title appears as it is written on the item.|Weitenkampf, p. 35.|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 1834-7.

Philosophy and the Science of Human Nature pairs central texts from Western philosophical tradition (including works by Plato, Aristotle, Epictetus, Hobbes, Kant, Mill, Rawls, and Nozick) with recent findings in cognitive science and related fields. The course is structured around three intertwined sets of topics: Happiness and Flourishing; Morality and Justice; and Political Legitimacy and Social Structures.

Los alumnos aprenderán que la ropa popular que mucha gente compra, llamada “moda rápida”, se fabrica habitualmente explotando a trabajadores de países pobres de todo el mundo para beneficiar a personas que tienen poder. A través del debate sobre el trabajo, la codicia y los derechos humanos, los alumnos explorarán la explotación perjudicial que ayuda a algunas empresas a producir bienes y servicios a costa de los derechos y la seguridad de los trabajadores.

Racialized social control has adapted to race-neutral social and political norms in the form of mass incarceration. Criminalization stands in as a proxy for overt racism by limiting the rights and freedoms of a racially defined undercaste.

Children are surrounded – and targeted – by advertisements: on television, the computer, even on their journeys to and from school. Children need specific strategies for reading and talking about advertisements and their impact. Reading Ads with a Social Justice Lens is a series of 13 multidisciplinary mini-lessons that provide such strategies and build critical literacy. The lessons are designed for students in grades K-5 and include suggestions for simple adaptations. These lessons open up important conversations about the relationship between advertisements and social justice. Children will see that they have the power to decide how media will influence them. They will also engage in social justice projects that address some of the unfair messages they find in advertising.

The course is an introduction to the approach of Reflective Practice developed by Donald Schön. It is an approach that enables professionals to understand how they use their knowledge in practical situations and how they can combine practice and learning in a more effective way. Through greater awareness of how they deploy their knowledge in practical situations, professionals can increase their capacities of learning in a more timely way. Understanding how they frame situations and ideas helps professionals to achieve greater flexibility and increase their capacity of conceptual innovation.
The objective of the course is to introduce students to the approach and methods of reflective practice by raising their awareness about their own cognitive resources and how they use them in their practice. The course will introduce theories of learning, knowledge generation, framing and reframing, theories of action, reflection-in-practice, and conceptual innovation, and provide students with opportunities to experiment with these theories in real life through practical exercises in which they reflect on real situations that they have faced in their past professional experience. Through these practical exercises, students will have the opportunity to reflect on their thinking capacities in the context of their practice.

In this upper-grades activity, students use basic news reporting skills to explore the impact of environmental racism.

A noose is found hanging from a goalpost on a high school campus.

A swastika, 20 feet in diameter, is burned into the pavement at a junior high school.

A group of white high school students dresses in banana suits for a basketball game and taunts their majority-black rival with racial slurs.

A Sikh student has his turban pulled off and hair cut by fellow students.

Your school has plans and protocols in place to respond to fires, severe weather, medical emergencies, fights and weapons possession. But what about school incidents like those listed above that involve bigotry and hate? Are plans in place to respond to a bias incident or hate crime? Too often these plans are created in the moment during the actual crisis. Bias incidents are far too complex for on-the-fly planning; an early misstep can heighten tension and damage chances for long-term success.

This Excel file contains the most comprehensive bibliography of research ever created on Restorative Justice (1972-2018). Specific subtopics on RJ can be filtered via 5 tabs (general, education, policing, law, international) . Useful for practitioners or scholars.

The purpose of this activity is to take a look at one of the most famous hate groups, try to understand why its members believe the way they do and learn what can be done to stop hate groups from returning to their historic levels of power and influence.

This lesson series introduces students to four key figures in LGBTQ history who made incredible contributions to the civil rights movement: James Baldwin, Lorraine Hansberry, Pauli Murray and Bayard Rustin.

In this lesson, students use data to analyze the participation of white, black, Asian and Hispanic men and women in STEM careers as compared with their participation in the general workforce. They then discuss the possible reasons identity groups are unequally represented in STEM careers.

As children use digital media with increasing frequency, advertisers who work with digital platforms continue to understand kids as an ideal target audience. Among other things, this means it is important to help children learn to read online ads sensibly and critically.

How did racial hierarchy adapt and persist after Emancipation? Throughout its history, the United States has been structured by a racial caste system. From slavery to Jim Crow to mass incarceration, these forms of racialized social control reinvented themselves to meet the needs of the dominant social class according to the constraints of each era.

This lesson will engage students in the debate about the efficacy of social media as a tool for social change.

This lesson challenges students to analyze and to reflect on messages presented in songs — and to express their own views about important issues addressed in some songs.

The nonviolent Civil Rights movement of the 1950s and 1960s included a good mixture of young people, both boys and girls. They worked bravely in the face of a fierce unwillingness by other citizens to granting basic rights to all people. This lesson explores what gave those boys and girls the power to stand up for what was right; how they reacted to the messages they were getting from society; and what today’s students can learn from those experiences.As part of this discussion, students will draw parallels between today’s gender issues and the Civil Rights movement. They will review popular magazines and look at how the media portray girls and boys differently. Afterwards, they will create a found poem to express their views. This activity shows the importance of strong women and gentle men through the screening of "The Children's March," a film about the role of young people in the Civil Rights movement. Teachers receive the film for free; get the details and download the Teachers’ Guide here.

What do educators need to participate in an open and honest conversation about the content of The New Jim Crow? Effective instruction about The New Jim Crow requires advanced preparation for how to talk about race and racism.

These Text-Dependent Questions accompany “Mass Incarceration as a Form of Racialized Social Control.”

These questions accompany Teaching 'The New Jim Crow' Lesson 3: Slavery As A Form Of Racialized Social Control.