DOCSLIB.ORG

Resources for Social Studies: a Guide for Teachers in Rhode Island and Southeastern New England

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Resources for Social Studies: a Guide for Teachers in Rhode Island and Southeastern New England DOCUMENT RESUME ED 450 035 SO 032 526 AUTHOR Woolman, David C. TITLE Resources for Social Studies: A Guide for Teachers in Rhode Island and Southeastern New England. CRC Resource Guide. INSTITUTION Rhode Island Coll., Providence. Curriculum Resources Center. REPORT NO CRC-01 PUB DATE 2001-01-00 NOTE 207p. AVAILABLE FROM Rhode Island Coll., Providence. Curriculum Resources Center., 600 Mt. Pleasant Ave., Providence, RI, 02908 PUB TYPE Reference Materials Bibliographies (131) EDRS PRICE MF01/PC09 Plus Postage. DESCRIPTORS Annotated Bibliographies; Anthropology; Civics; Cultural Education; Economics; *Educational Resources; Elementary Secondary Education; Geography; History; *Information Sources; *Instructional Materials; Outreach Programs; *Professional Development; Reference Materials; Research Tools; *Resource Materials; *Social Studies IDENTIFIERS New England; Rhode Island ABSTRACT This guide provides an introduction to many different types and sources of social studies materials. The guide is divided into three sections representing classroom material, outreach activities, and professional resources. Each section is subdivided by resource type. Larger sections use categories to facilitate location of material by curriculum field; the typical arrangement of categories is General, Anthropology/Cultures, Civics, Economics, Geography, and History. Smaller sections are alphabetically arranged by the title of the resource, organization, or program. The first section covers "Classroom Instructional Resources," such as textbooks, trade books, multimedia resources, curriculum guides, journals, Web sites, dramatizations and model programs, games and simulations, and human resources. The second section covers "Outreach Activities," which typically involve experiences with learning sites or programs which are located or originate outside the school building. The third section covers "Professional Development and Planning Resources" for teachers. The index provides integrated access by subject and organization to all 845 entries. (BT) Reproductions supplied by EDRS are the best that can be made from the original document. Resources for Social Studies: A Guide for Teachers In Rhode Island and Southeastern New England By David C. Woolman, Ph.D. U.S.U.S DEPARTMENT OF EDUCATION PERMISSION TO REPRODUCE AND Office of Educational Research and Improvement DISSEMINATE THIS MATERIAL HAS EDUCATIONAL RESOURCES INFORMATION BEEN GRANTED BY CENTER (ERIC) /This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Points of view or opinions stated in this document do not necessarily represent 1 official OERI position or policy.' Curriculum Resources Center James P. Adams Library Rhode Island College January, 2001 CRC Resource Guide 2001 Number 1 BEST COPY AVAILABLE 2 Resources for Social Studies: A Guide for Teachers. In Rhode Island and Southeastern New England By David C. Woolman, Ph.D. Curriculum Resources Center James P. Adams Library Rhode Island College January, 2001 CRC Resource Guide 2001 Number 1 3 Resources for the Social Studies Contents Introduction.. 1 Classroom Instructional Resources 1. Text and Trade Book Sources...................................... 3 2. Curriculum Guides. 8 3. Multi-Media Resources............................................ 11 4. Periodical Literature 16 5. World Wide Web Sites 6. Dramatizations and MO..deIPrograms............ ... ...... 6375 7. Games, and Simulations 70 8. Human Resources 74 Outreach Activities. 9. Field Trips . 77 10. 112 11. Student Activity Programs: Awards, Contests and Competitions............................................................ 129 12. Student Exchange and Travel Opportunities................... 133 Professional Development and Planning Resources. 13. Professional Organizations...... ...... 136 14. Professional Standards Literature................................. 141 15. Curriculum Development and Enrichment Projects........... 148 16. Professional Growth Opportunities for Teachers. 170 Index...................................................................... 177 4 Introductioh This guide provides an introduction to many different types and sources of social studies materials. Teaching social studies requires a familiarity with local, national and global resources. Teachers have a wide range of choices in selecting instructional materials and locating suitable curriculum units. The guide is divided into three sections representing classroom material, outreach activities and professional resources. Each section is subdivided by resource type; larger sections use categories to facilitate location of material by curriculum field. The typical arrangement of categories is General, Anthropology/Cultures, Civics, Economics, Geography and History. Smaller sections are alphabetically arranged by the title of the resource, organization or program. The first section covers Classroom Instructional Resources. In the case of Textbooks and Trade-Book Sources and Multi-media Resources the guide lists bibliographies, indexes and review sources which may assist evaluation; it does not provide a full listing of actual texts and media. The section on Curriculum Guides introduces teachers to information databases which can assist them in locating curriculum sources published by state, local, and federal educational agencies and private associations on virtually any subject and at any level they may wish to teach. Journals are more fully covered with notations of locallibrary holdings, and audience specification (professional and student/teacher) and indexing sources. World Wide Web Sites are also given broad coverage, however this medium is so extensive that any listing is bound to be selective and partial; the guide has selected durable and well-rated sites. Dramatizations and Model Programs provide a valuable enrichment source; teachers should inquire about new programs, for many drama groups have changing venues. The section on Games and Simulations is primarily oriented toward reference and review literature to assist material selection. Human Resources offer a great range of possibilities; Rhode Island is a microcosm of the world with great cultural diversity among its residents and many international students who study in the colleges and universities of the state. The second section covers Outreach Activities which typically involve experiences with learning sites or programs which are located or originate outside the school building. The list of Field Trip opportunities covers many of the major social studies-related sites in Southeastern New England within a 100 mile radius of Rhode Island. Teachers in this region are extremely fortunate because of the rich diversity of museums, economic and political organizations, and historic sites. The list of Libraries covers all local public libraries where students often seek resource material for papers and projects; an attempt was made to mention the highlights of collections as they pertain to social studies, however, there is likely to be more socially relevant material in each particular 5 2 Introduction collection than cited here. Special libraries like the Curriculum Resources Center at Rhode Island College and other public college/university libraries where teachers can research or borrow material are also listed. Student Activity Programs such as award programs, contests and competitions are selectively covered: there are many diverse opportunities in this area with new announcements coming frequently in the newsletters of professional organizations. Student Exchange and Travel Opportunities are extensive; the guide lists reference guide books that will help students, parents or teachers locate appropriate programs; some of these sources also provide basic information about how to proceed with arranging such experiences. The third section covers Professional Development and Planning Resources for teachers. Professional Organizations are a vital source of information, new publications, conferences and teacher education activities; all the major social studies organizations are included in this guide along with a selection of other more specialized groups. The section on Professional Standards Literature incorporates a combined list of very current professional books which expound the latest trends and basic literature on the new national standards in each field of social studies. Curriculum Development and Enrichment Projects offers an extensive list of many different organizations, centers and innovative projects which support teachers with literature, curriculum units, consultation services, workshops and other services. Finally, the section on Professional Growth Opportunities for Teachers covers awards, conferences, exchange opportunities, grants, institutes and study programs which provide new incentives and enrichment projects that may improve instructional competence. The index provides integrated access by subject and organization to all 845 entries of the guide. Teachers interested in particular subjects, persons, micro- topics, different types of instructional materials, local town resources, specific agencies, associations, or projects will find that the index can save time in searching this document. 6 3 1.Text and Trade Book Sources Section Contents: Textbooks 1-3 Reference books 4-11 Supplemental Reading 12-34 Book Review Sources 35-50 Textbooks. 1. American Textbook Council
Load more

Recommended publications
  • Commencement Program, 2009
    Roger Williams University DOCS@RWU Commencement Programs RWU Archives and Special Collections 5-23-2009 Commencement Program, 2009 Roger Williams University Follow this and additional works at: https://docs.rwu.edu/commencement_programs Part of the Higher Education Commons Recommended Citation Roger Williams University, "Commencement Program, 2009" (2009). Commencement Programs. 40. https://docs.rwu.edu/commencement_programs/40 This Program is brought to you for free and open access by the RWU Archives and Special Collections at DOCS@RWU. It has been accepted for inclusion in Commencement Programs by an authorized administrator of DOCS@RWU. For more information, please contact [email protected]. ROGER WILLIAMS UNIVERSITY 2009 COMMENCEMENT EXERCISES ROGER WILLIAMS UNIVERSITY 2((])((])9 COMMENCEMENT EXERCISES LETTER FROM THE PRESIDENT Dear Graduate: Welcome back to the tent! It seems hard to believe that it was just a few years ago that I welcomed you to Roger Williams University at freshman Convocation. And while much of the tradition and ceremony seems the same - the marching, caps and gowns, speeches, cheering and tears - much more has changed. The University has grown tremendously in your time here, both physically and in reputation. We have earned our place regionally, nationally and internationally as a respected name in a variety of academic disciplines. We have been engaged in the world through the articulation of our core values - love of learning, preparation for future careers and study, student­ faculty research, service, a global perspective and civil discourse. In many ways our transformation can be attributed to students like you, who have carried those values with you in your journeys.
    [Show full text]
  • Public Policy News
    Public Policy News NEWSLETTER of the A. ALFRED TAUBMAN CENTER FOR PUBLIC POLICY AND AMERICAN INSTITUTIONS Fall 2010 Three Scholars Join the Taubman Center Faculty Valerie Cooley, Kevin Gee, Robin Phinney, Lecturer in Pub- Lecturer in Lecturer in Public lic Policy, com- Public Policy, Policy, completed pleted her Ph.D. completed his her Ph.D. at the at the University Ed.D. at Har- University of Michi- of North Caro- vard University. gan. Robin’s spe- lina at Chapel Kevin special- cializations Hill. She also izes in interna- include social wel- has a M.S.W. tional education fare policy, housing from Boston University. Valerie’s policy, economics of education, policy, interest group politics, and primary areas of expertise include program evaluation, and methods American politics. Her current re- policy and program interventions for for casual inference in educational search examines interest group advo- at-risk and delinquent youth and ju- research. He investigates how cacy on behalf of the poor at both venile justice policy. Her research policies and programs that support national and state levels, and the encompasses both implementation the health and well-being of chil- housing needs of former welfare re- analysis and outcome evalua- dren in the developing world can cipients. Prof. Phinney is teaching tions. Her current research focuses promote their educational develop- PPAI 0100 Introduction to Public Pol- on graduated sanctions for juvenile ment. Prof. Gee is teaching PPAI icy and PPAI 2030 Statistics in the fall offenders and utilization of family 1700G Education Policy Chal- semester and she will teach PPAI courts.
    [Show full text]
  • Signers of the United States Declaration of Independence Table of Contents
    SIGNERS OF THE UNITED STATES DECLARATION OF INDEPENDENCE 56 Men Who Risked It All Life, Family, Fortune, Health, Future Compiled by Bob Hampton First Edition - 2014 1 SIGNERS OF THE UNITED STATES DECLARATION OF INDEPENDENCE TABLE OF CONTENTS INTRODUCTON Page Table of Contents………………………………………………………………...………………2 Overview………………………………………………………………………………...………..5 Painting by John Trumbull……………………………………………………………………...7 Summary of Aftermath……………………………………………….………………...……….8 Independence Day Quiz…………………………………………………….……...………...…11 NEW HAMPSHIRE Josiah Bartlett………………………………………………………………………………..…12 William Whipple..........................................................................................................................15 Matthew Thornton……………………………………………………………………...…........18 MASSACHUSETTS Samuel Adams………………………………………………………………………………..…21 John Adams………………………………………………………………………………..……25 John Hancock………………………………………………………………………………..….29 Robert Treat Paine………………………………………………………………………….….32 Elbridge Gerry……………………………………………………………………....…….……35 RHODE ISLAND Stephen Hopkins………………………………………………………………………….…….38 William Ellery……………………………………………………………………………….….41 CONNECTICUT Roger Sherman…………………………………………………………………………..……...45 Samuel Huntington…………………………………………………………………….……….48 William Williams……………………………………………………………………………….51 Oliver Wolcott…………………………………………………………………………….…….54 NEW YORK William Floyd………………………………………………………………………….………..57 Philip Livingston…………………………………………………………………………….….60 Francis Lewis…………………………………………………………………………....…..…..64 Lewis Morris………………………………………………………………………………….…67
    [Show full text]
  • EXTENSIONS of REMARKS 34159 EXTENSIONS of REMARKS AVIATION SAFETY and NOISE Millions of People Around Major Airports
    November 29, 1979 EXTENSIONS OF REMARKS 34159 EXTENSIONS OF REMARKS AVIATION SAFETY AND NOISE millions of people around major airports. It On October 22 the Senate passed H.R 2440, would also weaken the incentives for replace­ striking the provisions of the House ini­ REDUCTION ACT ment of aircraft with new technology air­ tiated b111 and substituting for them the planes that could offer even more noise relief provisions of S. 413, the Senate "noise bill". to the millions of Americans who are ex­ I am advised the Senate has already ap­ HON. NORMAN Y. M!NETA posed daily to unacceptable levels of aircraft pointed conferees in anticipation of a con­ OF CALIFORNLA noise. ference on H.R. 2440. IN THE HOUSE OF REPRESENTATIVES 3. By authorizing some $300 mi111on in In expressing the Administration's opposi­ excess of the President's budget for FY 1980, tion to H.R. 3942, I outlined a number of Thursday, November 29, 1979 an increase which ls unwarranted, the bill objectionable features of the b1ll. The pro­ e Mr. MINETA. Mr. Speaker, I ha;ve would be infiationary. In any event, as you visions of H.R. 2440, as passed by the Senate, asked the White House for a clear sig­ know, the House already acted to establish a.ire comparable in many respects to those an obligations limit on the airport devel­ undesirable fiseal and environmental provi­ nal that legislation rolling back the fieet opment program for 1980 at a level which is sions of H.R. 3942 to which we are opposed; noise rule would be vetoed.
    [Show full text]
  • Crisis and Constitution
    Pilgrim Theological Seminary AMH 241.1 The Creation of a New Republic Study Resources Welcome to The Creation of a Republic. The purpose of this program of study is to help students develop an understanding of American History from the time of the American Revolution until the mid 1800's. We have made a sincere effort to select and organize the following learning resources in a way that will help you understand important concepts in the development of our nation and to help you master key terms, events, and the names of people and places. There are six areas of study that we will be exploring; each area corresponds to a chapter in the recommended textbook. First Area of Study: Toward the War for American Independence (1754-1776) Second Area of Study: The American People and the American Revolution (1775-1783) Third Area of Study: Crisis and Constitution (1776-1789) Fourth Area of Study: The Early Republic (1789-1824) Fifth Area of Study: The Opening of America (1815-1850) Sixth Area of Study: The Rise of Democracy (1824-1840) Learning Resources The primary learning resource for our study is: US: A Narrative History, Volume 1: To 1877, 5th Edition; Authors: James West Davidson, Historian; Brian DeLay, Christine Leigh Heyrman, Mark H Lytle,Michael B Stoff, Softcover, 400 pages. © McGraw-Hill Companies, 2009, ISBN-13 9780073385662 The textbook is supplemented by an Online Learning Center. The OLC provides helpful educational resources specifically related to the individual Area of Study guides we have provided. Please visit the OLC to familiarize yourself with its resources.
    [Show full text]
  • List of Freemasons from Wikipedia, the Free Encyclopedia Jump To: Navigation , Search
    List of Freemasons From Wikipedia, the free encyclopedia Jump to: navigation , search Part of a series on Masonic youth organizations Freemasonry DeMolay • A.J.E.F. • Job's Daughters International Order of the Rainbow for Girls Core articles Views of Masonry Freemasonry • Grand Lodge • Masonic • Lodge • Anti-Masonry • Anti-Masonic Party • Masonic Lodge Officers • Grand Master • Prince Hall Anti-Freemason Exhibition • Freemasonry • Regular Masonic jurisdictions • Opposition to Freemasonry within • Christianity • Continental Freemasonry Suppression of Freemasonry • History Masonic conspiracy theories • History of Freemasonry • Liberté chérie • Papal ban of Freemasonry • Taxil hoax • Masonic manuscripts • People and places Masonic bodies Masonic Temple • James Anderson • Masonic Albert Mackey • Albert Pike • Prince Hall • Masonic bodies • York Rite • Order of Mark Master John the Evangelist • John the Baptist • Masons • Holy Royal Arch • Royal Arch Masonry • William Schaw • Elizabeth Aldworth • List of Cryptic Masonry • Knights Templar • Red Cross of Freemasons • Lodge Mother Kilwinning • Constantine • Freemasons' Hall, London • House of the Temple • Scottish Rite • Knight Kadosh • The Shrine • Royal Solomon's Temple • Detroit Masonic Temple • List of Order of Jesters • Tall Cedars of Lebanon • The Grotto • Masonic buildings Societas Rosicruciana • Grand College of Rites • Other related articles Swedish Rite • Order of St. Thomas of Acon • Royal Great Architect of the Universe • Square and Compasses Order of Scotland • Order of Knight Masons • Research • Pigpen cipher • Lodge • Corks Eye of Providence • Hiram Abiff • Masonic groups for women Sprig of Acacia • Masonic Landmarks • Women and Freemasonry • Order of the Amaranth • Pike's Morals and Dogma • Propaganda Due • Dermott's Order of the Eastern Star • Co-Freemasonry • DeMolay • Ahiman Rezon • A.J.E.F.
    [Show full text]
  • Gender, Genre and Slavery: the Other Rowson, Rowson's Others Eileen Elrod Santa Clara University, [email protected]
    Santa Clara University Scholar Commons English College of Arts & Sciences 2011 Gender, Genre and Slavery: The Other Rowson, Rowson's Others Eileen Elrod Santa Clara University, [email protected] Follow this and additional works at: http://scholarcommons.scu.edu/engl Part of the English Language and Literature Commons, and the Feminist, Gender, and Sexuality Studies Commons Recommended Citation Elrod, Eileen. "Geography, Gender, and Slavery: The Other Rowson, Rowson's Others." (Invited) Studies in American Fiction (Special Issue: Beyond Charlotte Temple: New Approaches to Susanna Rowson) 38.1&2 (2011): 163-184. Copyright © 2011 The oJ hns Hopkins University Press. This article first appeared in Studies in American Fiction 38:1&2 (2011), 163-184. Reprinted with permission by Johns Hopkins University Press. http://doi.org/10.1353/saf.2011.0008 This Article is brought to you for free and open access by the College of Arts & Sciences at Scholar Commons. It has been accepted for inclusion in English by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. The Other Rowson, Rowson’s Others 163 Gender, Genre and Slavery: The Other Rowson, Rowson’s Others Eileen Razzari Elrod Santa Clara University eaders familiar with Susanna Rowson as the author of Charlotte Temple (1791, 1794) do not think of her as an abolitionist. But in 1805 Rowson articulated an anti-slavery position in Universal Geography, a textbook addressed to schoolgirls Rsuch as those she herself taught at the Young Ladies Academy in Boston.
    [Show full text]
  • National Register of Historic Places Inventory -- Nomination Form | Name (Owner of Property Location of Legal Description 1 Repr
    Form No 10-300 (Rev 10-74) ^M U NITbD STATES DEPARTMEm OF THE INTERIOR FOR «PS USE OHtY NATIONAL PARK SERVICE NATIONAL REGISTER OF HISTORIC PLACES RECEIVED. INVENTORY -- NOMINATION FORM DATE ENTERED SEE INSTRUCTIONS IN HOW TO COMPLETE NATIONAL REGISTER FORMS __________TYPE ALL ENTRIES -COMPLETE APPLICABLE SECTIONS______ | NAME HISTORIC John Adams Birthplace AND/OR COMMON John Adams Birthplace Q LOCATION STREETS NUMBER 133 Franklin Street —NOT FOR PUBLICATION CITY. TOWN CONGRESSIONAL DISTRICT Quincy —. VICINITY OF Eleventh STATE CODE COUNTY CODE Massachusetts 025 Norfolk 021 Q CLASSIFI C ATI ON CATEGORY OWNERSHIP STATUS PRESENT USE _ DISTRICT ^PUBLIC X-OCCUPIED _ AGRICULTURE X.MUSEUM X_BUILOING(S) _PRIVATE _ UNOCCUPIED _ COMMERCIAL _ PARK —STRUCTURE _BOTH —WORK IN PROGRESS — EDUCATIONAL _ PRIVATE RESIDENCE —SITE PUBLIC ACQUISITION ACCESSIBLE _ ENTERTAINMENT _ RELIGIOUS —OBJECT —IN PROCESS X-VES: RESTRICTED —GOVERNMENT —SCIENTIFIC _ BEING CONSIDERED _ YES: UNRESTRICTED _ INDUSTRIAL _ TRANSPORTATION —NO _ MILITARY _ OTHER (OWNER OF PROPERTY NAME city of Quincy (administered by Quincy Historical Society) STREETS NUMBER City Hall CITY, TOWN STATE Quincy 12169 VICINITY OF Massachusetts LOCATION OF LEGAL DESCRIPTION COURTHOUSE, REGISTRY OF DEEDS, ETC Norfolk Registry of Deeds STREETS NUMBER High Street CITY, TOWN STATE Dedham 02026 Massachusetts 1 REPRESENTATION IN EXISTING SURVEYS TITLE Historic American Buildings Survey (exterior photo) DATE 1941 XFEDERAL —STATE —COUNTY _LOCAL DEPOSITORY FOR SURVEY RECORDS Division of Prints and Photographs, Library of Congress __- CITY. TOWN Washington 20540 District of Columbia DESCRIPTION CONDITION CHECK ONE CHECK ONE — EXCELLENT _ DETERIORATED __UNALTERED JWRIGINALSITE XGOOD XALTERED __FAIR —UNEXPOSED DESCRIBE THE PRESENT AND ORIGINAL (IF KNOWN) PHYSICAL APPEARANCE The John Adams Birthplace stands on the west side of Franklin Street (number 133) approximately 150 feet from its intersection with Presidents Avenue.
    [Show full text]
  • Machado De Assis Magazine – Brazilian Literature in Translation
    Machado de Assis – Brazilian Literature in Translation is an initiative of Bra- zil’s National Library, in conjunction with Itaú Cultural, São Paulo State Offi- cial Press and the Ministry of External Relations. Our objective is to provide the international publishing industry with access to translated texts by Bra- zilian writers in an effort to boost their visibility abroad and foster the sale of foreign rights to their work. Each edition presents twenty new transla- tions. The magazine is one of several National Library initiatives designed to make Brazilian literature more widely known, such as translation grants, translator residencies in Brazil and support for publications in other Portu- guese-speaking countries. Machado de Assis – Literatura Brasileña en Traducción es una iniciativa de la Fundación Biblioteca Nacional, con la coedicion de Itaú Cultural, Prensa Oficial del Estado de São Paulo y Ministerio de Relaciones Exteriores de Brasil. El objetivo de la revista es divulgar en el mercado editorial internacional MAGAZINE textos traducidos de autores brasileños. Cada edición presenta veinte nue- vas traducciones para acceso del público especializado, con el objetivo de colaborar con la visibilidad de comercialización internacional de derechos de publicación de escritores brasileños. De esta forma, la revista se suma a otras iniciativas de la Fundación Biblioteca Nacional de apoyo a la difusión de la literatura brasileña, como el programa de becas de traducción, el pro- BRAZILIAN IN TRANSLATION DE ASSIS LITERATURE #7 MACHADO MACHADO
    [Show full text]
  • The Biology of Marine Mammals
    Romero, A. 2009. The Biology of Marine Mammals. The Biology of Marine Mammals Aldemaro Romero, Ph.D. Arkansas State University Jonesboro, AR 2009 2 INTRODUCTION Dear students, 3 Chapter 1 Introduction to Marine Mammals 1.1. Overture Humans have always been fascinated with marine mammals. These creatures have been the basis of mythical tales since Antiquity. For centuries naturalists classified them as fish. Today they are symbols of the environmental movement as well as the source of heated controversies: whether we are dealing with the clubbing pub seals in the Arctic or whaling by industrialized nations, marine mammals continue to be a hot issue in science, politics, economics, and ethics. But if we want to better understand these issues, we need to learn more about marine mammal biology. The problem is that, despite increased research efforts, only in the last two decades we have made significant progress in learning about these creatures. And yet, that knowledge is largely limited to a handful of species because they are either relatively easy to observe in nature or because they can be studied in captivity. Still, because of television documentaries, ‘coffee-table’ books, displays in many aquaria around the world, and a growing whale and dolphin watching industry, people believe that they have a certain familiarity with many species of marine mammals (for more on the relationship between humans and marine mammals such as whales, see Ellis 1991, Forestell 2002). As late as 2002, a new species of beaked whale was being reported (Delbout et al. 2002), in 2003 a new species of baleen whale was described (Wada et al.
    [Show full text]
  • Susanna Rowson's Transatlantic Career
    University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Faculty Publications -- Department of English English, Department of 2010 Susanna Rowson’s Transatlantic Career Melissa J. Homestead University of Nebraska - Lincoln, [email protected] Camryn Hansen University of Nebraska - Lincoln Follow this and additional works at: https://digitalcommons.unl.edu/englishfacpubs Part of the American Literature Commons, American Popular Culture Commons, United States History Commons, Women's History Commons, and the Women's Studies Commons Homestead, Melissa J. and Hansen, Camryn, "Susanna Rowson’s Transatlantic Career" (2010). Faculty Publications -- Department of English. 132. https://digitalcommons.unl.edu/englishfacpubs/132 This Article is brought to you for free and open access by the English, Department of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Faculty Publications -- Department of English by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Homestead and Hansen in EARLY AMERICAN LITERATURE, Volume 45, no. 3. Copyright © 2010 by the University of North Carolina Press. Used by permission of the publisher. http://www.uncpress.unc.edu MelissA J. HoMestead University of Nebraska-Lincoln Camryn HAnsen Susanna Rowson’s Transatlantic Career On April 2, 1794, Susanna Rowson, an actress and novelist re- cently arrived in the United States from England, placed an advertisement in the Gazette of the United States announcing to Philadelphia readers a proposal “for printing by subscription an original novel . Trials of the Human Heart.” The novel by which most American literary historians know Rowson, Charlotte Temple (first published in London in 1791), had not yet appeared in its first American edition; nevertheless the advertise- ment identifies the author of the proposed Trials of the Human Heart as “Mrs.
    [Show full text]
  • Contemporary Carioca: Technologies of Mixing in A
    Con tempo C o n t e m p o r a r y raryC a r i o c a Cari oca ontemporary CCarioca Technologies of Mixing in a Brazilian Music Scene Frederick Moehn Duke University Press Durham anD LonDon 2012 © 2012 Duke University Press All rights reserved. Printed in the United States of America on acid-free paper ♾ Designed by Kristina Kachele Typeset in Quadraat and Ostrich Sans by Tseng Information Systems, Inc. Library of Congress Cataloging- in- Publication Data appear on the last printed page of this book. Duke University Press gratefully acknowledges the support of Stony Brook University, which provided funds toward the publication of this book. For Brazil’s musical alchemists ontents Illustrations ix C Preface xi Acknowledgments xxiii Introduction 1 1 Marcos Suzano: A Carioca Blade Runner 25 2 Lenine: Pernambuco Speaking to the World 55 3 Pedro Luís and The Wall: Tupy Astronauts 92 4 Fernanda Abreu: Garota Carioca 130 5 Paulinho Moska: Difference and Repetition 167 6 On Cannibals and Chameleons 204 Appendix 1: About the Interviews, with a List of Interviews Cited 211 Appendix 2: Introductory Aspects of Marcos Suzano’s Pandeiro Method 215 Notes 219 References 245 Discography 267 Index 269 llustrations Map of Rio de Janeiro with inset of the South Zone 6 1 “mpb: Engajamento ou alienação?” debate invitation xii 2 Marcos Suzano’s favorite pandeiro (underside) 29 I 3 Marcos Suzano demonstrating his pandeiro and electronic foot pedal effects setup 34 4 A common basic samba pattern on pandeiro 48 5 One of Marcos Suzano’s pandeiro patterns 49 6 Marcos
    [Show full text]