Skillful journalism and meticulous scholarship are combined in the full-bodied portrait of that enigmatic folk hero, Henry Ford, and of the company he built from scratch. Writing with verve and objectivity, David Lewis focuses on the fame, popularity, and influence of America's most unconventional businessman and traces the history of public relations and advertising within Ford Motor Company and the automobile industry.

This volume is the most comprehensive bibliography of purely biographical material written by Americans. It covers every possible field of life but, by design, excludes autobiographies, diaries, and journals.

This work has been selected by scholars as being culturally important and is part of the knowledge base of civilization as we know it. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. To ensure a quality reading experience, this work has been proofread and republished using a format that seamlessly blends the original graphical elements with text in an easy-to-read typeface. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.

This comprehensive reference guide reviews the literature concerning the impact of the automobile on American social, economic, and political history. Covering the complete history of the automobile to date, twelve chapters of bibliographic essays describe the important works in a series of related topics and provide broad thematic contexts. This work includes general histories of the automobile, the industry it spawned and labor-management relations, as well as biographies of famous automotive personalities. Focusing on books concerned with various social aspects, chapters discuss such issues as the car's influence on family life, youth, women, the elderly, minorities, literature, and leisure and recreation. Berger has also included works that investigate the government's role in aiding and regulating the automobile, with sections on roads and highways, safety, and pollution. The guide concludes with an overview of reference works and periodicals in the field and a description of selected research collections. The Automobile in American History and Culture provides a resource with which to examine the entire field and its structure. Popular culture scholars and enthusiasts involved in automotive research will appreciate the extensive scope of this reference. Cross-referenced throughout, it will serve as a valuable research tool.

How, long before the advent of computers and the internet, educators used technology to help students become media-literate, future-ready, and world-minded citizens. Today, educators, technology leaders, and policy makers promote the importance of “global,” “wired,” and “multimodal” learning; efforts to teach young people to become engaged global citizens and skilled users of media often go hand in hand. But the use of technology to bring students into closer contact with the outside world did not begin with the first computer in a classroom. In this book, Katie Day Good traces the roots of the digital era's “connected learning” and “global classrooms” to the first half of the twentieth century, when educators adopted a range of media and materials—including lantern slides, bulletin boards, radios, and film projectors—as what she terms “technologies of global citizenship.” Good describes how progressive reformers in the early twentieth century made a case for deploying diverse media technologies in the classroom to promote cosmopolitanism and civic-minded learning. To “bring the world to the child,” these reformers praised not only new mechanical media—including stereoscopes, photography, and educational films—but also humbler forms of media, created by teachers and children, including scrapbooks, peace pageants, and pen pal correspondence. The goal was a “mediated cosmopolitanism,” teaching children to look outward onto a fast-changing world—and inward, at their own national greatness. Good argues that the public school system became a fraught site of global media reception, production, and exchange in American life, teaching children to engage with cultural differences while reinforcing hegemonic ideas about race, citizenship, and US-world relations.