This course examines the theories and policy debates over who can own real property, how to communicate and enforce property rights, and the range of liberties that they confer. It explores alternative economic, political, and sociological perspectives of property rights and their policy and planning implications.

Psychology and Economics (aka Behavioral Economics) is a growing subfield of economics that incorporates insights from psychology and other social sciences into economics. This course covers recent advances in behavioral economics by reviewing some of the assumptions made in mainstream economic models, and by discussing how human behavior systematically departs from these assumptions. Applications will cover a wide range of fields, including labor and public economics, industrial organization, health economics, finance, and development economics.

This seminar looks at key issues in the historical development and current state of modern American criminal justice, with an emphasis on its relationship to citizenship, nationhood, and race/ethnicity. We begin with a range of perspectives on the rise of what is often called "mass incarceration": how did our current system of criminal punishment take shape, and what role did race play in that process? Part Two takes up a series of case studies, including racial disparities in the administration of the death penalty, enforcement of the drug laws, and the regulation of police investigations. The third and final part of the seminar looks at national security policing: the development of a constitutional law governing the intersection of ethnicity, religion, and counter-terrorism, and the impact of counter-terrorism policy on domestic police practices.

Here web link lists all the documents related to the Open Educational Resources (OER).

This collection uses primary sources to explore settlement houses during the Progressive Era. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

A challenge to the Northern abolitionist view of the institution of slavery, favorably contrasting the living conditions of American slaves (above) with the lot of the industrial poor in England (below). The first scene is impossibly naive: Southern slaves dance and play as four gentlemen--two Northerners and two Southerners--observe. First Northerner: "Is it possible that we of the North have been so deceived by false Reports? Why did we not visit the South before we caused this trouble between the North and South, and so much hard feelings amongst our friends at home?" Southerner: "It is as a general thing, some few exceptions, after mine have done a certain amount of Labor which they finish by 4 or 5 P.M. I allow them to enjoy themselves in any reasonable way." Second Southerner: "I think our Visitors will tell a different Story when they return to the North, the thoughts of this Union being dissolved is to [sic] dreadful a thing to be contemplated, but we must stand up for our rights let the consequence be as it may." The second scene takes place outside a British textile factory. At left a well-dressed gentleman encounters a ragged, stooped figure, and asks, "Why my Dear Friend, how is it that you look so old? you know we were playmates when boys." The stooped figure responds, "Ah! Farmer we operatives are "fast men," and generally die of old age at Forty." Behind them and to the right an emaciated mother laments over her ragged children, "Oh Dear! what wretched Slaves, this Factory Life makes me & my children." Nearby stand a fat cleric, holding a book of "Tythes," and an equally fat official holding "Taxes." In the right foreground two barefoot youths converse. The first says,"I say Bill, I am going to run away from the Factory, and go to the Coal Mines where they have to work only 14 hours a Day instead of 17 as you do here." The second responds, "Oh! how I would like to have such a comfortable place. . . " Near them another man sits forlorn on a rock, "Thank God my Factory Slavery will soon be over." In the distance a military camp is visible. This dismal picture of the lives of the working class in manufacturing towns comes from Chapter V, Book Second, of Edward Lytton Bulwer's "England and the English," first published in 1833. In the lower margin is a portrait of "[George] Thompson the English Anti-Slavery Agitator" and the quote "I am proud to boast that Slavery does not breathe in England," with reference to "his speech at the African Church in Belknap St." Thompson made a speaking tour of New York and New England in 1850-51.|Entered . . . 1850 by J. Haven. |Published by J. Haven, 86 State St. Boston, 1850.|Title appears as it is written on the item.|Bulwer-Lytton, "England and the English, p. 174-225.|Century, p. 68-69.|Library Company, "Negro History: 1553-1903," no. 117.|Weitenkampf, p. 101. |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 1850-6.

This is a learning module that uses data to investigate the ways in which attitudes about inequality and its causes and solutions differ between social classes.

This text is intended for use in introductory social work classes at the college level. Chapter topics include the foundations and history of social work and social welfare; generalist social work; ethics and values; social policy; race & ethnicity; sex, sexism, & gender; LGBTQ+ clients; poverty and financial assistance; school social work; families and children; healthcare and disabilities; substance use; mental health; criminal justice; and older clients. Mick Cullen, LCSW, CADC, MA, is a professor and chair of the social work/human services department at College of Lake County in Grayslake, Illinois. Matthew Cullen, LICSW, LCSW, M.Ed., is a counselor at Green River College in Auburn, Washington.

This text is intended for use in introductory social work classes at the college level. Chapter topics include the foundations and history of social work and social welfare; generalist social work; ethics and values; social policy; race & ethnicity; sex, sexism, & gender; LGBTQ+ clients; poverty and financial assistance; school social work; families and children; healthcare and disabilities; substance use; mental health; criminal justice; and older clients. Mick Cullen, LCSW, CADC, MA, is a professor and chair of the social work/human services department at College of Lake County in Grayslake, Illinois. Matthew Cullen, LICSW, LCSW, M.Ed., is a counselor at Green River College in Auburn, Washington.

D-Lab World Prosthetics is a collaboration between the Massachusetts Institute of Technology and the Jaipur Foot Organization to improve the design, manufacture, and distribution of rehabilitation devices in the developing world. The course welcomes individuals interested in physical rehabilitation to work on multidisciplinary teams of students with bioengineering, mechanical engineering, material science, and medical or pre-medical backgrounds. Students will learn about the basics of human walking, different types of gait disabilities, as well as the technologies that seek to address those disabilities. Patient perspectives and current research areas are presented. Lecture topics focus on lower-limb disabilities, including polio and above-knee and below-knee amputation, and will cover both developed and developing world techniques for overcoming these disabilities. Students form teams to design and prototype low-cost orthotic and prosthetic devices, and present their work at the end of the course.

This course will explore the rich diversity of women's voices and experiences as reflected in writings and films by and about Latina writers, filmmakers, and artists. Through close readings, class discussions and independently researched student presentations related to each text, we will explore not only the unique, individual voice of the writer, but also the cultural, social and political contexts which inform their narratives. We will also examine the roles that gender, familial ties and social and political preoccupations play in shaping the values of the writers and the nature of the characters encountered in the texts and films.

Objectives of this mini unit:For students to explore the "universal call to action" laid out in the Sustainable Development Goals (SDGs) and consider how they may respond to that call;Build background knowledge about specific issues impacting the Arctic including: indigenous rights, indigenous health, biodiversity, tourism and marine pollution; Build background knowledge about specific issues impacting their local communtiy (using Michigan as a case-study) including: hunger, homelessness, poverty, youth violence and the environment;Create an action plan to address needs within their local communities driven by their unique passions, interests and skills;Consider the importance of impact vs intention when engaging with community action projects

1. Remebering : The pupil acquires knowledge and facts of the poverty.2. understanding : The pupil understands the concept of poverty.3. Applying : The pupil applies his/her knowledge in new situation. 

This course treats public-sector policies, programs, and projects that attempt to increase employment through development-promoting measures in the economic realm, through support and regulation. It discusses the types of initiatives, tasks, and environments that are most conducive to equitable outcomes, and emphasizes throughout the understandings gained about why certain initiatives work and others don’t.

A somewhat puzzling commentary on two issues: slavery and economic protectionism. The date of the print is uncertain, but it may have appeared as part of the reaction against the Walker Tariff of 1846. A Northern bias is expressed on both issues. The text is abolitionist on the one hand and laments the absence of federal protection for American industry on the other. The author of the piece (which is less a cartoon than an arrangement of didactic tableaux) presents through his characters a number of reasoned arguments on the respective economics of slave and free industry and suggests a parallel between the hardships posed by the lack of protection for American manufacturers and the plight of the slaves. The irony of the piece rests on the fact that only the Southern slaveholder, whose interests were best served by the 1846 tariff, enjoys the shade of the symbolic Liberty Tree, which looms up in the foreground. Slave owner, fanned by a Negro slave: "Surrounded by Slaves & basking at ease by their labor we can have a clearer conception of the value of Liberty." Man borne in a litter by slaves: "Rather than submit to be a slave I would make our State a cemetery of Freemen." Slaves working under the whip of an overseer at right: "I had as lief work as not. If I had my own time to do it in." and "Who likes to be bound down to a Massa." Another: "Give me my own Country before Slavery." Further right a group of slaves converse: "Poor Sampson is dead!" "Is there nothing we can do?" "How many poor fellows heads have been stuck upon poles!" "The American People will come to a sense of Justice." "If they won't liberate "us," let our Children be free." "Our rejoicing on Bobalition days shew we are not the savages the white people take us to be." "And should our children be free when they are born they might learn the habits of industry & for hire do more work than any of our brethren are now willing to do." "We must be away Massa will see us." In the right background is a steam sawmill whose proprietor frets over his slaves, who run off saying, "Let's have a play spell" and "I'll be off." The owner laments, "What shall I do with my Slaves, they cost me more than their income, and they are more plague than profit, & if I could devise any means to get rid of them, what a triumph it would be--how can it be done without being a serious evil." The left half of the composition represents the North. Near the Liberty Tree two farmers converse: "I would not have a Slave to till my soil, to carry me, to fan me, to tremble when I wake for all the wealth that sinews bought & sold have earnt." "No! dear as freedom is, & in my heart's just estimation prized above all price I'd rather be myself the slave & wear the bonds than fasten them on him." Nearby a group of gentlemen speak: "O America! vast--wide--extended; a population increasing almost past calculation, embracing within thy limits some of almost every nation a refuge for the weary & distressed a home for the free; But O Slavery!! where will be thy bounds?" "Slaves cannot breathe in England, if their lungs receive 'its air' that moment they are free-- they touch 'that Country & their Shackles fall." In the background is a textile mill. Outside are several groups of mill girls. Their conversations concern the tariff and its effects: "What a noise the Southerners have been making about the Tariff." "I hope it is all over now." Second group: "I think if they will protect us Girls from the operation of foreign legislation as well as seamen against Pirates, we can make cloth as cheap as any body." "I dont believe English Girls can do more than we can." "The machinery went well to day." "I wove seventy yards." "I have got so as to tend three Looms." A third group: "I wonder what effect the taking the duty off Linen will have?" "Well in proportion as linen is used there will be less Cotton." "I Guess it will set the poor Irishmen to raising Flax." In the center, beyond the tree, a man on horseback leads a black woman carrying a bundle toward the right or Southern side of the print.|Title appears as it is written on the item.|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 1846-13.

How do you teach world current events? From history textbooks? From the internet? From watching the news? The 21st Century World: Crises and Solutions, aims to remedy a scarcity of comprehensive analysis of world events. It recollects the recent past, analyzes the factors that destabilize and threaten human life, and examines sustainable and fair solutions. The chapters are organized in four parts: sustainability, demographics, literacy, and freedoms. Coverage includes the sustainability of land and water use, poverty-induced issues such as health, hunger, and homelessness, the global economy, population distribution and location, migrations and refugees, education and information and issues of violence that find outlets in oppression, protests, war, and terrorism.

What is economics and why should you spend your time learning it? After all, there are other disciplines you could be studying, and other ways you could be spending your time. As the Bring it Home feature just mentioned, making choices is at the heart of what economists study, and your decision to take this course is as much an economic decision as anything else.

Economics is probably not what you think it is. It is not primarily about money or finance. It is not primarily about business. It is not mathematics. What is it then? It is both a subject area and a way of viewing the world.

The course examines the causes and effects of rapid urbanization in developing countries. Using case studies from the world's four major developing regions, including (among others) Mexico City, Buenos Aires, Managua, Singapore, Hong Kong, Guangzhou, Kabul, Beirut, Cairo, Kinshasa, Cape Town and Johannesburg, it explores the economic and political dynamics that grease the wheels of contemporary patterns of growth. In addition to examining both local and transnational forces that drive contemporary urbanization, the course focuses on key issues that emerge in rapidly growing cities of the developing world, ranging from growing income inequality and socio-economic exclusion, environmental challenges, and rising violence. Class sessions are discussion-based and focus on a critical analysis of the arguments presented in the readings.

This is the first of two lessons/labs for teaching and learning of computer science and sociology. Either and be used on their own or they can be used in sequence, in which case this should be used first.

Students will develop CS skills and behaviors including but not limited to: learning what an API is, learning how to access and utilize data on an API, and developing their R coding skills and knowledge. Students will also learn basic, but important, sociological principles such as how poverty is related to educational opportunities in America. Although prior knowledge of CS and sociology is helpful, neither is necessary for student (or instructor) success on this two-week project. Three instructional hours per week (total of six hours over two weeks).

This lesson is connected to but can be used independently of "Using Big Data to Identify and Understand Educational Inequality in America (1)"

Students will develop CS skills and behaviors including but not limited to: learning what an API is, learning how to access and utilize data on an API, and developing their R coding skills and knowledge. Students will also learn basic, but important, sociological principles such as how poverty is related to educational opportunities in America (and how this relationship varies between and among states). Although prior knowledge of CS and sociology is helpful, neither is necessary for student (or instructor) success on this project. Three instructional hours.