A report on early radio programs that were used by the federal government and civil rights activists to ease racial tensions during World War II.

The Lawrence Textile Strike was a public protest mainly of immigrant workers from several countries, including Austria, Belgium, Cuba, Canada, France, England, Germany, Greece, Ireland, Italy, Lithuania, Netherlands, Norway, Poland, Portugal, Russia, Scotland, Spain, Syria, and Turkey. According to the 1910 census, 65% of mill workers (many of whom eventually struck) lived in the United States for less than 10 years; 47% for less than five years. Prompted by a wage cut, the walkout spread quickly from mill to mill across the city. Strikers defied the assumptions of conservative trade unions within the American Federation of Labor that immigrant, largely female and ethnically diverse workers could not be organized. The Lawrence strike is referred to as the åÒBread and RosesåÓ strike and åÒThe Strike for Three Loaves." The first known source to do so was a 1916 labor anthology, The Cry for Justice: An Anthology of the Literature of Social Protest by Upton Sinclair. Prior to that, the slogan, used as the title of a 1911 poem by James Oppenheim, had been attributed to åÔChicago Women Trade Unionists.åÕ It has also been attributed to socialist union organizer Rose Schneiderman. James Oppenheim claimed his seeing women strikers in Lawrence carrying a banner proclaiming åÒWe Want Bread and Roses TooåÓ inspired the poem, åÒBread and Roses.åÓ The poem, however, was written and published in 1911 prior to the strike. Later the poem was set to music by Caroline Kohlsaat and then by Mimi Farina. The song and slogan are now important parts of the labor movement and womenåÕs movement worldwide. This exhibition was made in collaboration with the Lawrence History Center and the University of Massachusetts Lowell History Department.

We must become vigilant regarding anti-racism and stop sweeping racism under the rug. Learn a few tips on how to do that in this PBS SoCal blog.

This is Chapter 2 of the third edition (2010) of the book "Ethnicity and Nationalism: Anthropological Perspectives" by Norwegian author Thomas Hylland Eriksen, a professor at the University of Oslo. He has been studying ethnicity for decades and provides historical context to changing definitions and perceptions of what it means and what roles nationalism and concepts such as religion and politics play in ethnic identity. More information about these issues can be found on the author's website: https://www.hyllanderiksen.net.

Introduction to Sociology 2e adheres to the scope and sequence of a typical, one-semester introductory sociology course. It offers comprehensive coverage of core concepts, foundational scholars, and emerging theories, which are supported by a wealth of engaging learning materials. The textbook presents detailed section reviews with rich questions, discussions that help students apply their knowledge, and features that draw learners into the discipline in meaningful ways. The second edition retains the book’s conceptual organization, aligning to most courses, and has been significantly updated to reflect the latest research and provide examples most relevant to today’s students. In order to help instructors transition to the revised version, the 2e changes are described within the preface.

Understand the difference between race and ethnicity
Define a majority group (dominant group)
Define a minority group (subordinate group)

Is race for real? Learn about what "race" really is and how society has shaped its own definition. See if you are able to identify people according to they way they view themselves and look at a timeline about how ideas of race has changed.

Before there was Brown v. Board, there was Barbara Johns, a teenager who organized a student walkout for better conditions for her segregated school. Use this new video to discuss the history of school desegregation and the role of young people in leading change. [2:05]

This lesson plan directs children to learn about their family histories by visiting sites that connect them to the homelands of their ancestors.

This lesson provides a framework for critical analysis of current and historic race relations in America through the lens of the 2014 shooting of Michael Brown, Jr., a young unarmed black man, by white police officer Darren Wilson in Ferguson, Missouri.In this lesson, students conduct a Socratic seminar in preparation for creating a plan of action to submit to local bodies of government with suggestions for improving relations between police departments and the people in the communities that they protect and addressing other disparities in our country's criminal justice system. Students conduct a Socratic seminar in preparation for creating a plan of action to submit to local bodies of government with suggestions for improving relations between police departments and the people in the communities that they protect. [7:16]

Wide Angle video tells the story of two identical twins, one of whom was classified as white and the other as black, highlighting the difficulty in defining race in Brazilian society. [2:53]