Another show of Northern optimism in the early months of the Lincoln administration. Uncle Sam approaches from the left holding a bayonet, causing five Southern soldiers to flee in panic to the right. In their haste to retreat the Confederates drop their flag, muskets, a hat, and a boot. A black child and two black men, one fiddling, watch with obvious glee from the background. Prominent in the center foreground are a mound marked "76" bearing an American flag and a crowing cock. In the background are the Capitol at Washington (left) and the palmetto trees of South Carolina (right).|Entered . . . by W. Wiswell . . . Ohio, June 8th 1861.|The Library's copy of the print is the copyright deposit impression.|Title appears as it is written on the item.|Weitenkampf, p. 132.|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 1861-28.

E. W. Clay's apocalyptic allegory has public opinion as a giant lever, tilting decisively in favor of the Whigs late in the presidential campaign of 1840. In a symbolic landscape masses of people climb onto the lever, which then nudges the great ball of "Loco Focoism" over a precipice. In the sky appears an eagle with a shield, arrows, and olive branches, holding a banner with the commentary: "With a log cabin and barrel of hard Cider for a fulcrum, public opinion for a "lever," with old Tip on the tip end the ball of Locofocoism will be rolled into oblivion and a gallant soldier raised to the white house. March 4th 1841." In the distance is a recently cleared field, the White House, and the Capitol. Van Buren and several others topple from the giant ball, on which also appears a strong box inscribed "Sub Treasury." A crowd of erstwhile supporters flee from the edge of the chasm, leaving behind "Treasury Notes." The print probably appeared in September 1840, since the Library's impression was deposited for copyright on September 24. Nancy Davison and Frank Weitenkampf both attribute the print to Edward W. Clay. This is supported by stylistic comparison with his other 1840 cartoons. The "W.C." signature appears to be a truncated form of his "EWC" monogram.|Entered . . . 1840 by J. Childs.|Published by John Childs, 90 Nassau Street New York.|Signed: W.C. inv. (Edward Williams Clay).|Title appears as it is written on the item.|Davison, no. 133.|Lorant, p. 158-159.|Weitenkampf, p. 66.|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 1840-58.

In 2021, a team of middle school and high school students spent the summer researching the rich history of Americans of Chinese descent. They compiled their research findings in a simple, easy-to-understand flashcard format with the intention of helping the public learn and recognize the achievements, contributions, and struggles of Americans of Chinese descent in the United States.

We may be leaving out information or disregarding it because it doesn't conform with our own beliefs.  Students will learn about confirmation bias, different perspectives and how to avoid confirmation bias.  This lesson is part of a media unit curated at our Digital Citizenship website, "Who Am I Online?". 

Students will examine how patriotism comes in many forms through an analysis of the short film "Patriotism and Protest." In the film, experts and Minidoka survivors highlight how the infamous "loyalty questionnaire" during WWII divided the Japanese American community.   

Students will examine how language shapes public perception through an analysis of the short film "Power of Words." In the film, experts highlight the various euphemisms used by the US government to describe the WWII incarceration of Japanese Americans and how the language used to describe this event did not match the reality.  

This toolkit is designed to help Local Educational Agencies (LEAs) create and maintain effective strategies with multilingual families. We explore and model best practices for the use of technology in teaching, as well as for assessing and communicating with diverse adults. The following guide is applicable for face-to-face, blended, and online instruction, and can also serve as a toolkit.

Este conjunto de herramientas está diseñado para ayudar a las Agencias Educativas
Locales (LEA, por sus siglas en inglés) a crear y mantener estrategias efectivas con las
familias multilingües. Exploramos y modelamos las mejores prácticas para el uso de la
tecnología en la enseñanza, así como para evaluar y comunicarnos con adultos diversos.
La siguiente guía es aplicable para la instrucción presencial, combinada y en línea, y
también puede servir como un conjunto de herramientas para tal efecto.

This course serves as an introduction to urban form and design, focusing on the physical, historical, and social form of cities. Selected cities are analyzed, drawn, and compared, to develop a working understanding of urban and architectural form. The development of map making and urban representation is discussed, and use of the computer is required. A special focus is placed on the historical development of the selected cities, especially mid-nineteenth and mid-twentieth century periods of expansion. Readings focus on urban design theory in the twentieth century and will be discussed during a weekly seminar on them. This is a methods class for S.M.Arch.S. students in Architecture and Urbanism.

This lesson covers the definitions of differences between weather and climate. Students will discuss local climates in Washinton state, then they will dicsuss climates around the world and collaborate to determine distinct attributes of different climates. For this lesson, the focus will be on the ice block activity to demonstrate how a changing climate affects the local ecosystem.

In July 1790 Congress decided to move the seat of the federal government from its original site in New York to Washington, with Philadelphia as an interim capital. The unidentified satirist gives a cynical view of the profit opportunity which this presented for Philadelphians. A three-masted ship with a smaller boat in tow sails toward a fork in a river. It is being lured by a devil toward the lower fork (eventually leading to Philadelphia), which falls precipitously in a rocky cataract, and away from the fork which leads to the "Potowmack" river. A devil beckons them on, saying, "This way Bobby" (referring to Robert Morris, the alleged instigator of the move). A man in the bow of the ship remarks of the figurehead, "This looks more like a goose than an eagle's head." Behind him another says through a bullhorn, "Starboard your helm Coffer-- don't you hear your friend on the Rock." Another passenger waves a hat and shouts "Huzza for Philadelphia." A man (possibly Morris) holding the helm says, "I will venture all for Philadelphia." In the boat in tow the following conversation is in progress: "Cut the Painter [tow line] as soon as you see the Ship in danger." "I wonder what could have induced the Controller to sign our Clearance." "Self gratification I suppose for it cannot be any advantage to the owner." "If they had come round in the S. Union the constitution would not have been lost." "They might have known that the Ship would have been in danger by comeing this way." "Ay, Ay, I had best do it [cut the rope] now for I believe she is going to the devil." Below the falls, three men in a dinghy say, "If we can catch the cargo never mind the Ship," "Keep a sharp look out for a majority and the treasury," and "Ay, Ay that's what we are after."|The print was probably produced in New York. Weitenkampf erroneously dates it 1798.|Title appears as it is written on the item.|Munsing, no. 14.|Murrell, p. 47.|Weitenkampf, p. 12. |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 1790-1.

An integrated language arts and social studies unit designed to develop student’s literacy skills while giving them an understanding of the general purpose of government, the structure and processes of Washington’s state government, and the rights and responsibilities of citizenship. The unit culminates with an optional mock legislature simulation that has students write and argue for a bill.

UC Berkeley's Harry Kreisler in conversation with the honorable Ronald V. Dellums, former congressman from California's Ninth Congressional District. Congressman Dellums not only brought to Washington the spirit and ideas of the sixties, but also earned the admiration and respect of his Washington colleagues. (59 min)

Students learn about the controversial history of a mural in Anacortes, WA, and consider what it would take to create a more inclusive and accurate mural in Anacortes today. Then students learn about the tribes, immigrants, and settlers in the region where they live and how their stories are represented in local murals in public spaces. Students draw on what they have learned to respond to the unit driving question: What decisions and whose stories define Washington state? Then, drawing on local resources such as tribal members, historical societies, and museums, students work in teams to propose a new mural that tells an inclusive story of the people and place where they live.

Students examine what deepfakes are and consider the deeper civic and ethical implications of deepfake technology. In an age of easy image manipulation, this lesson fosters critical thinking skills that empower students to question how we can mitigate the impact of doctored media content. This lesson plan includes a slide deck and brainstorm sheet for classroom use.

The information revolution of the 21st century is as significant and transformative as the industrial revolution of the 19th century. In this unit, students – and by proxy their families – will learn about the challenges of our current information landscape and how to navigate them. This unit is split into four modules. These modules can be done sequentially or stand on their own, depending on students’ needs and teachers’ timeframes. In this module (1 of 4), students analyze their own use of online social media platforms and learn how filter bubbles and confirmation bias shape the content of their media environment. 

Students will learn the potential costs and benefits of social media, digital consumption, and our relationship with technology as a society in the three-week lesson. This inquiry based unit of study will answer the following questions:

Essential Question: How can we use science fiction’s ability to predict the future to help humanity?

Supportive Questions 1: What predictions of future development has science fiction accurately made in the past? This can include technology, privacy, medicine, social justice, political, environmental, education, and economic.

Supportive Question 2: What predictions for future development in contemporary science fiction are positive for the future of humanity? What factors need to begin in your lifetime to make these predictions reality?

Supportive Question 3: What predictions for future development in contemporary science fiction are negative for the future of humanity? What factors need to begin in your lifetime to stop these negative outcomes?