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In this study I have attempted to present the reaction of a Northern state, Indiana, to the movement for the adoption and ratification of the Fourteenth Amendment to the Constitution of the United States. The significance of such a study results from the position of this amendment as the foundation of the Republican party's programs of national reconstruction and of Indiana as an important state in the movement for ratification. Of necessity, such a presentation involves a careful examination of the background of the two major political parties in Indiana as well as an investigation of the attitude of the state with regard to earch of the problems with which the Fourteenth Amendment attempted to deal.

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In the late 1970's and 1980's, education issues formed a pivotal part of the American religious conservative agenda. The issues of school prayer, textbook content and the teaching of evolution in particular inspired lively debate and committed activism on the part of conservative Protestant leaders and activists. Confronting the behemoth of secular humanism, these leaders sought to win converts and to foment action in the converted through two separate modes of rhetoric: the emotional, which used impassioned arguments, and the intellectual, a more phlegmatic approach used to achieve political ends. Finding their roots in the 1920's, conservative Protestants have placed paramount importance on education issues throughout American history, believing that the United States is a fundamentally Christian nation, founded on a normative Protestant world view, and that American children should be taught according to these principles.

This thesis explains the connection between comics and public reactions in two separate eras of conservatism. Comic books were targeted by critics in the 1950s because their content challenged conservative norms. In 1954, a U.S. Senate subcommittee hearing on Juvenile Delinquency tried to determine if comic books were having a harmful impact on children. The senators were concerned that comic books objectified women, taught children to engage in violence, promoted bigotry, and perhaps even encouraged homosexuality. The concerns caused outrage that was encouraged by the press. As a result, comic books adopted a form of self-censorship through the Comic Code Authority. The censorship combined with challenges from other media collapsed the comic book market until the next decade. Between 1978 through 1993, the United States entered a second period of conservatism. During this period, comic books reflected far more sensational content than that which had caused the public to react so strongly in 1954. And yet this time, there was almost no public outrage directed at comics. The purpose of this study is to find out why sensational content did not result in the same degree of public outrage that had occurred in 1954. This thesis starts with an overview of the controversies about comics in the 1950s era. Then, in the remainder of the thesis, comic books produced between 1978 and 1993 by the most popular mainstream comic book company, Marvel Comics, focusing on Daredevil, The Amazing Spider-Man, The Fantastic Four, Ghost Rider, and the X-Men. The thesis also draws extensively on fan mail from the Stan Lee Archives in Laramie, Wyoming, and in the comic books themselves. Comparing comic books and the period’s changing media landscape, I show that comic books were deemed subversive and a source of scandalously sensational material out of step with much popular culture in the 1950s, but blended so well into the media landscape of the 1970s and 80s that they were safe from public outrage. Therefore, even though comic books became more violent and engaged in escalating levels of sexual objectification of female characters, fans approved of the new tone.

This study presents a look at the development of residential lighting in America and the technological and social factors which inspired the development. Availability of fuels, quality of light provided, daily care needed by a light source, and safety were all direct influences on the development of artificial lighting. Technological advances in response to the social needs began with the closed font and continued through the removable burner, accommodating a variety of fuels including tallow, lard, whale oil, burning fluids, kerosene, gas and ultimately electricity. Along with the increasing illuminating power, the amount of decoration, both possible and accepted, increased. / Department of Architecture

In the past, curricula and courses of study have been mainly subject-oriented and based on the presentation of a body of knowledge in a particular discipline in a formal, logical sequence. Curricula of this nature did not necessarily take into account the personal differences and interests of the students. Presently, curriculum developers are considering both subject-oriented programs and those which are student-oriented. Students in student-oriented programs are allowed to choose freely from the given learning activities available to them. A student-oriented program may be organized in a variety of ways and methods. Examples of such programs include Project PLAN,' learning centers, independent study, criterion referenced testing, and student-developed goals and objectives.The primary purpose of the curriculum presented here is to provide guidelines for teaching American urban history at the secondary level; the program may also be used as a supplement to a United States history course. In both cases this curriculum is made up of several units with the content following a chronological progression. The units included treat urban life in relation to the colonial period, the American Revolution, the frontier period, Western expansion, the great waves of immigration, the rise of bossism, and the suburban thrust. In addition, there is a unit on the medieval city to be used as background material at the instructor's discretion. Cognitive and affective objectives are included in each unit. For each cognitive objective there are several learning activities designed to aid students in its achievement. The writer has suggested how many activities should be completed by each student in order to achieve the particular objectives. However, the final decision on how many activities are needed for each student should rest with the teacher and the student. Each unit also includes a pre-test and a post-test. The purpose for the pre-test is to determine individual learning needs, experiences, and current mastery of the subject in order for the instructor to formulate teaching strategies. In the writer's opinion the post-test should be used to determine whether students have acquired various concepts and generalizations from the activities. Should a student fail the post-test, the teacher is responsible for re-directing the student to another means for meeting the objective. Both the instructor and the learner must work together to aid the learner in understanding the goals and objectives.The philosophy behind this curriculum is based on the work of John Dewey who emphasized the importance of experience, experimentation, and learning by doing. Dewey's pedagogy, sometimes called experimentalism, relies on experiential learning. Experimentalism assumes ideals are tested and emerge from the stresses and strains of daily problem-solving. These ideals guide human decision-making processes and values. Urban history offers students a chance to examine their values and the ones which motivate the people around them. By providing knowledge, skills, and values in their proper perspective, this urban history course should establish a firm link between the individual and his perception of and behavior toward, social and civic affairs outside of the school.Although this curriculum has not been field-tested, curricula which have basic assumptions similar to this one, have been field-tested by a number of commercial firms. Project PLAN of the Westinghouse Learning Corporation has demonstrated that the objectives of this curriculum can be achieved if properly taught. This curriculum is unique in its emphasis of American urban history at the secondary level.'American Institutes For Research and The Westinghouse Learning Corporation, Pro ect PLAN (New York: Westinghouse Learning Corporation, 1973).