sociology

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NEW YORK TIMES BESTSELLER ??The true tale of the 1893 World's Fair in Chicago and the cunning serial killer who used the magic and majesty of the fair to lure his victims to their death. Two men, each handsome and unusually adept at his chosen work, embodied an element of the great dynamic that characterized America's rush toward the twentieth century. The architect was Daniel Hudson Burnham, the fair's brilliant director of works and the builder of many of the country's most important structures, including the Flatiron Building in New York and Union Station in Washington, D.C. The murderer was Henry H. Holmes, a young doctor who, in a malign parody of the White City, built his "World's Fair Hotel" just west of the fairgrounds-a torture palace complete with dissection table, gas chamber, and 3,000-degree crematorium. Burnham overcame tremendous obstacles and tragedies as he organized the talents of Frederick Law Olmsted, Charles McKim, Louis Sullivan, and others to transform swampy Jackson Park into the White City, while Holmes used the attraction of the great fair and his own satanic charms to lure scores of young women to their deaths. What makes the story all the more chilling is that Holmes really lived, walking the grounds of that dream city by the lake. The Devil in the White City draws the reader into a time of magic and majesty, made all the more appealing by a supporting cast of real-life characters, including Buffalo Bill, Theodore Dreiser, Susan B. Anthony, Thomas Edison, Archduke Francis Ferdinand, and others.?Erik Larson's gifts as a storyteller are magnificently displayed in this rich narrative of the master builder, the killer, and the great fair that obsessed them both.

This title introduces readers to the Iroquois people. Text covers traditional ways of life, including social structure, homes, food, art, clothing, and more. Also discussed is contact with Europeans, as well as how the people keep their culture alive today. Aligned to Common Core Standards and correlated to state standards. Checkerboard Library is an imprint of Abdo Publishing, a division of ABDO.

"It was the first day of the fall semester several years ago. I had just finished making the final adjustments to an earlier edition of this book, which was due to be published the following January. I felt pretty good about myself, as if I'd just accomplished something monumental. Let's face it: being able to call yourself an author is pretty cool. Even my two sons, who were school-age at the time, were impressed with me (although not as impressed as the time we went to a professional hockey game and I leaped out of my seat to catch an errant, speeding puck barehanded). I walked confidently into the first meeting of my Introduction to Sociology class eager to start teaching wide-eyed, first-year students a thing or two about sociology. In my opening comments to the class that day, I self-importantly mentioned that I had just written this book. The panicked look in students' eyes-a curious combination of awe and fear-calmed when I told them I wouldn't be requiring them to read it that semester. I mentioned that the process of writing an introductory text helped me immensely in preparing for the course and that I looked forward to passing on to them the knowledge I had accumulated. The next day after class, one of the students-a bright-eyed, freshly scrubbed first-year student-approached me. The ensuing conversation left a humbling impression that lasts to this day: Student: Hi. Umm. Professor Newman . . . I texted my parents last night to, like, tell them how my first day in college went. I think they were, like, more nervous than I was. You know how parents can be. Me: Yes, I sure do. I'm a parent myself, you know. Student: Yeah, whatever. Anyway, I was telling them about my classes and my professors and stuff. I told them about this class and how I thought it would be pretty cool. I told them you had written a book. I thought that would impress them, you know, make it seem like they were getting their money's worth and everything. Me: Well, thanks. Student: So, they go, "What's the book about?" [He laughs sheepishly.] I told them I really didn't know, but I'd find out. So, like, that's what I'm doing . . . finding out. Me: Well, I'm glad you asked. You see, it's an introductory sociology textbook that uses everyday experiences and phenomena as a way of understanding important sociological theories and ideas. In it I've attempted to . . . Student: [His eyes, which were already glazed over with boredom, suddenly jumped back to life.] Wait, did you say it was a textbook? Me: Why, yes. You see, the purpose of the book is to provide the reader with a thorough and useful introduction to the sociological perspective. I want to convey . . . Student: [Quite embarrassed now] Oh . . . Professor Newman, I'm really sorry. I misunderstood you. I thought you had written a real book. Real book. Real book. Real book. Those words rang in my head like some relentless church bell. At first, I tried to dismiss this comment as the remark of a naive kid who didn't know any better. But the more I thought about it, the more I realized what his comment reflected. The perception that textbooks aren't real books is widespread. A couple of years ago, I heard a radio ad for a local Red Cross book drive. The narrator asked listeners to donate any unused or unwanted books as long as they weren't textbooks. Yep, that's what he said. A torn copy of The Cat in the Hat? Fine, they'll take it. A grease-stained owner's manual for a Ford Fusion? Sure, glad to have it. A guidebook on how to use Windows 98? What a lovely addition to the collection. Textbooks? No way! Sadly, these sorts of perceptions of textbooks are not altogether undeserved. They hover on the margins of the literary world, somewhere between respectable, intellectual monographs on trailblazing research and trashy romance novels. Traditionally, they've been less than titillating: thick, heavy, expensive, and easily discarded for a measly five bucks at the end-of-semester "book buyback.".

The remarkable true story of Jovita Valdovinos, a Mexican revolutionary who disguised herself as a man to fight for her rights! * "Graceful . . deft . . . mesmerizing. . . . Bravery and determination prevail in this inspiring tale." - Kirkus Reviews , starred review * "Gorgeous...hits the perfect balance of lively and lyrical...outstanding." - School Library Journal , starred review * "Exquisite prose. . . . stunning spreads." - BookPage , starred review Jovita dreamed of wearing pants! She hated the big skirts Abuela made her wear. She wanted to scale the tallest mesquite tree on her rancho, ride her horse, and feel the wind curl her face into a smile When her father and brothers joined the Cristero War to fight for religious freedom, Jovita wanted to go, too. Forbidden, she defied her father's rules - and society's - and found a clever way to become a trailblazing revolutionary, wearing pants! This remarkable true story about a little-known maverick Mexican heroine is brought vividly to life by her great-niece and Am?ricas Award-winner Aida Salazar, and Eisner Award-honoree Molly Mendoza.

A pillar of radical activism in nineteenth-century America, Amy Kirby Post (1802@-89) participated in a wide range of movements and labored tirelessly to orchestrate ties between issues, causes, and activists. A conductor on the Underground Railroad, co-organizer of the 1848 Rochester Woman's Rights Convention, and a key figure in progressive Quaker, antislavery, feminist, and spiritualist communities, Post sustained movements locally, regionally, and nationally over many decades. But more than simply telling the story of her role as a local leader or a bridge between local and national arenas of activism, Nancy A. Hewitt argues that Post's radical vision offers a critical perspective on current conceptualizations of social activism in the nineteenth century.While some individual radicals in this period have received contemporary attention--most notably William Lloyd Garrison, Frederick Douglass, and Lucretia Mott (all of whom were friends of Post)--the existence of an extensive network of radical activists bound together across eight decades by ties of family, friendship, and faith has been largely ignored. In this in-depth biography of Post, Hewitt demonstrates a vibrant radical tradition of social justice that sought to transform the nation.

The story of how the women's rights movement began at the Seneca Falls convention of 1848 is a cherished American myth. The standard account credits founders such as Elizabeth Cady Stanton, Susan B. Anthony, and Lucretia Mott with defining and then leading the campaign for women's suffrage. In her provocative new history, Lisa Tetrault demonstrates that Stanton, Anthony, and their peers gradually created and popularized this origins story during the second half of the nineteenth century in response to internal movement dynamics as well as the racial politics of memory after the Civil War. The founding mythology that coalesced in their speeches and writings--most notably Stanton and Anthony's "History of Woman Suffrage"--provided younger activists with the vital resource of a usable past for the ongoing struggle, and it helped consolidate Stanton and Anthony's leadership against challenges from the grassroots and rival suffragists.As Tetrault shows, while this mythology has narrowed our understanding of the early efforts to champion women's rights, the myth of Seneca Falls itself became an influential factor in the suffrage movement. And along the way, its authors amassed the first archive of feminism and literally invented the modern discipline of women's history.

This book is open access and available on www.bloomsburycollections.com. It is funded by Knowledge Unlatched. Women's Activism and "Second Wave" Feminism situates late 20th-century feminisms within a global framework of women's activism. Its chapters, written by leading international scholars, demonstrate how issues of heterogeneity, transnationalism, and intersectionality have transformed understandings of historical feminism. It is no longer possible to imagine that feminism has ever fostered an unproblematic sisterhood among women blind to race, ethnicity, class, sexuality, nationality and citizenship status. The chapters in this collection modify the "wave" metaphor in some cases and in others re-periodize it. By studying individual movements, they collectively address several themes that advance our understandings of the history of feminism, such as the rejection of "hegemonic" feminism by marginalized feminist groups, transnational linkages among women's organizations, transnational flows of ideas and transnational migration. By analyzing practical activism, the chapters in this volume produce new ways of theorizing feminism and new historical perspectives about the activist locations from which feminist politics emerged. Including histories of feminisms in the United States, Canada, South Africa, India, France, Russia, Japan, Korea, Poland and Chile, Women's Activism and "Second Wave" Feminism provides a truly global re-appraisal of women's movements in the late 20th century.

In Votes For Women , Jean H. Baker has assembled an impressive collection of new scholarship on the struggle of American women for the suffrage. Each of the eleven essays illuminates some aspect of the long battle that lasted from the 1850s to the passage of the suffrage amendment in 1920. From the movement's antecedents in the minds of women like Mary Wollstonecraft and Frances Wright, to the historic gathering at Seneca Falls in 1848, to the civil disobedience during World War I orchestrated by the National Woman's Party, the essential elements of this tumultuous story emerge in these finely-tuned chapters. So too do the themes and historical controversies about suffrage and its leaders, including Susan B. Anthony, Elizabeth Cady Stanton, Sojourner Truth, and Alice Paul. Contributors focus on how the suffrage battle was interwoven with constitutional issues at the federal and state level and how the suffrage struggle played out in different regions, especially the West and the South, as well as the activities of opponents to women's voting. Baker's introductory essay sets the stage for revisiting suffrage by making explicit the similarities and differences in interpretations of suffrage and shows how the movement intersected with other events in American history and cannot be studied in isolation from them. This volume is essential reading for those interested in American politics and women's formal participation in it.

On February 19, 1942, President Franklin Roosevelt issued Executive Order 9066-the primary action that propelled the removal and incarceration of Japanese Americans. From the last days of that month, when California's Terminal Island became the first site of forced removal, to March of 1946, when the last of the War Relocation Authority concentration camps was finally closed, the federal government incarcerated approximately 120,000 persons of "Japanese ancestry."Social workers were integral cogs in this federal program of forced removal and incarceration: they vetted, registered, counseled, and tagged all affected individuals; staffed social work departments within the concentration camps; and worked in the offices administering the "resettlement," the planned scattering of the population explicitly intended to prevent regional re-concentration. In its unwillingness to take a resolute stand against the removal and incarceration and carrying out its government-assigned tasks, social work enacted and thus legitimized the bigoted policies of racial profiling en masse.Facilitating Injustice reconstructs this forgotten disciplinary history to highlight an enduring tension in the field-the conflict between its purported value-base promoting pluralism and social justice and its professional functions enabling injustice and actualizing social biases. Highlighting the urgency to examine the profession's current approaches, practices, and policies within today's troubled nation, this text serves as a useful resource for students and scholars of immigration, ethnic studies, internment studies, U.S. history, American studies, and social welfare policy/history.