Introduction: Masculinity, Modernism, and the West 1
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Chapter 13: Settling the West, 1865-1900
The Birth of Modern America 1865–1900 hy It Matters Following the turmoil of the Civil War and W Reconstruction, the United States began its transformation from a rural nation to an indus- trial, urban nation. This change spurred the growth of cities, the development of big busi- ness, and the rise of new technologies such as the railroads. New social pressures, including increased immigration, unionization move- ments, and the Populist movement in politics, characterized the period as well. Understanding this turbulent time will help you understand similar pressures that exist in your life today. The following resources offer more information about this period in American history. Primary Sources Library See pages 1052–1053 for primary source Coat and goggles worn in a readings to accompany Unit 5. horseless carriage Use the American History Primary Source Document Library CD-ROM to find additional primary sources about the begin- nings of the modern United States. Chicago street scene in 1900 410 “The city is the nerve center of our civilization. It is also the storm center.” —Josiah Strong, 1885 Settling the West 1865–1900 Why It Matters After the Civil War, a dynamic period in American history opened—the settlement of the West. The lives of Western miners, farmers, and ranchers were often filled with great hardships, but the wave of American settlers continued. Railroads hastened this migration. During this period, many Native Americans lost their homelands and their way of life. The Impact Today Developments of this period are still evident today. • Native American reservations still exist in the United States. -
American Heritage Day
American Heritage Day DEAR PARENTS, Each year the elementary school students at Valley Christian Academy prepare a speech depicting the life of a great American man or woman. The speech is written in the first person and should include the character’s birth, death, and major accomplishments. Parents should feel free to help their children write these speeches. A good way to write the speech is to find a child’s biography and follow the story line as you construct the speech. This will make for a more interesting speech rather than a mere recitation of facts from the encyclopedia. Students will be awarded extra points for including spiritual application in their speeches. Please adhere to the following time limits. K-1 Speeches must be 1-3 minutes in length with a minimum of 175 words. 2-3 Speeches must be 2-5 minutes in length with a minimum of 350 words. 4-6 Speeches must be 3-10 minutes in length with a minimum of 525 words. Students will give their speeches in class. They should be sure to have their speeches memorized well enough so they do not need any prompts. Please be aware that students who need frequent prompting will receive a low grade. Also, any student with a speech that doesn’t meet the minimum requirement will receive a “D” or “F.” Students must portray a different character each year. One of the goals of this assignment is to help our children learn about different men and women who have made America great. Help your child choose characters from whom they can learn much. -
Queering Education: Pedagogy, Curriculum, Policy
Occasional Paper Series Volume 2017 Number 37 Queering Education: Pedagogy, Article 10 Curriculum, Policy May 2017 Queering Education: Pedagogy, Curriculum, Policy Follow this and additional works at: https://educate.bankstreet.edu/occasional-paper-series Part of the Curriculum and Social Inquiry Commons, Disability and Equity in Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Sociology Commons, Education Policy Commons, Gender and Sexuality Commons, Politics and Social Change Commons, Social and Philosophical Foundations of Education Commons, and the Social Policy Commons Recommended Citation (2017). Queering Education: Pedagogy, Curriculum, Policy. Occasional Paper Series, 2017 (37). Retrieved from https://educate.bankstreet.edu/occasional-paper-series/vol2017/iss37/10 This Full Issue is brought to you for free and open access by Educate. It has been accepted for inclusion in Occasional Paper Series by an authorized editor of Educate. For more information, please contact [email protected]. Queering Education: Pedagogy, Curriculum, Policy Introduction Guest Editor: Darla Linville Essays by Denise Snyder Cammie Kim Lin Ashley Lauren Sullivan and Laurie Lynne Urraro Clio Stearns Joseph D. Sweet and David Lee Carlson Julia Sinclair-Palm Stephanie Shelton benjamin lee hicks 7 1 s e 0 i 2 r e S r e p April a P l a n io s a 7 c c 3 O Occasional Paper Series | 1 Table of Contents Introduction ...................................................................................................................................................... -
A Counter-Curriculum for the Pop Culture Classroom
Acad. Quest. (2010) 23:420–434 DOI 10.1007/s12129-010-9196-5 POPULAR CULTURE AND THE ACADEMY A Counter-Curriculum for the Pop Culture Classroom Thomas F. Bertonneau Published online: 13 October 2010 # Springer Science+Business Media, LLC 2010 Popular culture courses first appeared in the college and university curriculum in social science and humanities departments in the late 1950s in response to the Frankfurt School critique of the postwar bourgeois order. The Frankfurt School critics, Herbert Marcuse, Erich Fromm, Hannah Arendt, Max Horkheimer, and Theodor W. Adorno, were in turn responding to Karl Marx, Friedrich Nietzsche, Sigmund Freud, and Walter Benjamin. As a discipline, “popular culture studies” (shortened in recent years to “culture studies”) began as a disestablishmentarian enterprise pursued by activist intellectuals of left-liberal disposition. The names of Richard Hoggart and Raymond Williams are important as successors to the Frankfurt School figures and as contemporary cue-givers of the discipline. The scholar-radicals typically construed nineteenth-century civic custom—and even more so, twentieth-century bourgeois culture—as ideology, using the term in its Marxist sense as the expression of a false and freedom-limiting conscious- ness that impedes progress. In English departments and other departments where the study of literature was in order, interest in genre fiction was a going concern, with dedicated courses by the mid-1970s at the latest. So it was that, when I resumed matriculation toward my baccalaureate in the summer of 1983 at UCLA, I enrolled in an English department offering taught by the then young Raymond Paredes (now a dean) dedicated to the American Popular Novel Since World War Two, or some similar rubric. -
Terrorizing Gender: Transgender Visibility and the Surveillance Practices of the U.S
Terrorizing Gender: Transgender Visibility and the Surveillance Practices of the U.S. Security State A Dissertation SUBMITTED TO THE FACULTY OF UNIVERSITY OF MINNESOTA BY Mia Louisa Fischer IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY Dr. Mary Douglas Vavrus, Co-Adviser Dr. Jigna Desai, Co-Adviser June 2016 © Mia Louisa Fischer 2016 Acknowledgements First, I would like to thank my family back home in Germany for their unconditional support of my academic endeavors. Thanks and love especially to my Mom who always encouraged me to be creative and queer – far before I knew what that really meant. If I have any talent for teaching it undoubtedly comes from seeing her as a passionate elementary school teacher growing up. I am very thankful that my 92-year-old grandma still gets to see her youngest grandchild graduate and finally get a “real job.” I know it’s taking a big worry off of her. There are already several medical doctors in the family, now you can add a Doctor of Philosophy to the list. I promise I will come home to visit again soon. Thanks also to my sister, Kim who has been there through the ups and downs, and made sure I stayed on track when things were falling apart. To my dad, thank you for encouraging me to follow my dreams even if I chased them some 3,000 miles across the ocean. To my Minneapolis ersatz family, the Kasellas – thank you for giving me a home away from home over the past five years. -
Handout - Excerpt from Life and Adventures of Nat Love Nat Love Was Born Into Slavery in 1854 in Davidson, Tennessee
Handout - Excerpt from Life and Adventures of Nat Love Nat Love was born into slavery in 1854 in Davidson, Tennessee. After the Civil War, he was released from slavery and worked on a family farm before moving to Dodge City, Kansas, to become a cowboy. Love’s time driving cattle made him into a folk legend, and he became known as “Deadwood Dick.” The following excerpt comes from Chapter 6 of Love’s memoir, entitled Life and Adventures of Nat Love. We were compelled to finish our journey home almost on foot, as there were only six horses left to fourteen of us. Our friend and companion who was shot in the fight, we buried on the plains, wrapped in his blanket with stones piled over his grave. After this engagement with the Indians I seemed to lose all sense as to what fear was and thereafter during my whole life on the range I never experienced the least feeling of fear, no matter how trying the ordeal or how desperate my position. The home ranch was located on the Palo Duro river in the western part of the Pan Handle, Texas, which we reached in the latter part of May, it taking us considerably over a month Nat Love to make the return journey home from Dodge City. I remained in the employ of the Duval outfit for three years, making regular trips to Dodge City every season and to many other places in the surrounding states with herds of horses and cattle for market and to be delivered to other ranch owners all over Texas, Wyoming and the Dakotas. -
Don't Ask, Must Tell—And Other Combinations
University of Chicago Law School Chicago Unbound Journal Articles Faculty Scholarship 2015 Don't Ask, Must Tell—and Other Combinations Adam M. Samaha Lior Strahilevitz Follow this and additional works at: https://chicagounbound.uchicago.edu/journal_articles Part of the Law Commons Recommended Citation Adam Samaha & Lior Strahilevitz, "Don't Ask, Must Tell—and Other Combinations," 103 California Law Review 919 (2015). This Article is brought to you for free and open access by the Faculty Scholarship at Chicago Unbound. It has been accepted for inclusion in Journal Articles by an authorized administrator of Chicago Unbound. For more information, please contact [email protected]. Don't Ask, Must Tell- And Other Combinations Adam M. Samaha* & Lior Jacob Strahilevitz** The military's defunct Don't Ask, Don't Tell policy has been studied and debatedfor decades. Surprisingly, the question of why a legal regime would combine these particular rules for information flow has received little attention. More surprisingly still, legal scholars have provided no systemic account of why law might prohibit or mandate asking and telling. While there is a large literature on disclosure and a fragmented literature on questioning, considering either part of the information dissemination puzzle in isolation has caused scholars to overlook key considerations. This Article tackles foundational issues of information policy and legal design, focusing on instances in which asking and telling are either mandated or prohibited by legal rules, legal incentives, or social norms. Although permissive norms for asking and telling seem pervasive in law, the Article shows that each corner solution exists in the American legal system. -
John Ben Shepperd, Jr. Memorial Library Catalog
John Ben Shepperd, Jr. Memorial Library Catalog Author Other Authors Title Call Letter Call number Volume Closed shelf Notes Donated By In Memory Of (unkown) (unknown) history of the presidents for children E 176.1 .Un4 Closed shelf 1977 Inaugural Committee A New Spirit, A New Commitment, A New America F 200 .A17 (1977) Ruth Goree and Jane Brown 1977 Inaugural Committee A New Spirit, A New Commitment, A New America F 200 .A17 (1977) Anonymous 1977 Inaugural Committee A New Spirit, A New Commitment, A New America F 200 .A17 (1977) Bobbie Meadows Beulah Hodges 1977 Inaugural Committee A New Spirit, A New Commitment, A New America F 200 .A17 (1977) 1977 Inaugural Committee A New Spirit, A New Commitment, A New America F 200 .A17 (1977) 1977 Inaugural Committee A New Spirit, A New Commitment, A New America F 200 .A17 (1977) 1977 Inaugural Committee A New Spirit, A New Commitment, A New America F 200 .A17 (1977) 1981 Presidential Inaugural Committee (U.S.) A Great New Beginning: the 1981 Inaugural Story E 877.2 .G73 A Citizen of Western New York Bancroft, George Memoirs of General Andrew Jackson, Seventh President of the United States E 382 .M53 Closed shelf John Ben Shepperd A.P.F., Inc. A Catalogue of Frames, Fifteenth Century to Present N 8550 .A2 (1973) A.P.F. Inc. Aaron, Ira E. Carter, Sylvia Take a Bow PZ 8.9 .A135 Abbott, David W. Political Parties: Leadership, Organization, Linkage JK 2265 .A6 Abbott, John S.C. Conwell, Russell H. Lives of the Presidents of the United States of America E 176.1 .A249 Closed shelf Ector County Library Abbott, John S.C. -
Transgender and Intersex People in New York's State Prisons
“It’s war in here”: A Report on the Treatment of Transgender and Intersex People in New York State Men’s Prisons First published in 2007 by The Sylvia Rivera Law Project 322 8th Avenue, 3rd Floor New York, NY 10001 www.srlp.org The Sylvia Rivera Law Project (SRLP) works to guarantee that all people are free to self- determine their gender identity and expression, regardless of income or race, and without facing harassment, discrimination, or violence. SRLP is a 501c-3 nonprofit organization. © Copyright 2007 SRLP. Some Rights Reserved. SRLP encourages and grants permission to non-commerically reproduce and distribute this report in whole or in part, and to further grants permission to use this work in whole or in part in the creation of derivative works, provided credit is given author and publisher, and such works are licensed under the same terms. (For more information, see the Creative Commons Attribution-Noncommercial-Share Alike 3.0 License. <http://creativecommons.org/licenses/by-nc-sa/3.0/> or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA.) Contents i Introduction 3 ii Scope & Methodology 5 iii Background: Discrimination, Poverty, & Imprisonment 7 iv Daily Realities: Conditions of Confinement for Transgender & Intersex People 15 v Recommendations 32 Appendix A Frequently Asked Questions: Gender Identity & Expression 36 Appendix B Organizations 40 Appendix C Selected Bibliography 41 Appendix D Flow Charts 41 Notes 44 Acknowledgements 49 I INTRODUCTION Since opening in 2002, the Sylvia Rivera Law Project (SRLP) has provided free legal services to over 700 intersex, transgender, and gender non-conforming people.* Our clients are low-income people and people of color who face discrimination in the areas of employment, housing, education, healthcare, and social services. -
Transgender History / by Susan Stryker
u.s. $12.95 gay/Lesbian studies Craving a smart and Comprehensive approaCh to transgender history historiCaL and Current topiCs in feminism? SEAL Studies Seal Studies helps you hone your analytical skills, susan stryker get informed, and have fun while you’re at it! transgender history HERE’S WHAT YOU’LL GET: • COVERAGE OF THE TOPIC IN ENGAGING AND AccESSIBLE LANGUAGE • PhOTOS, ILLUSTRATIONS, AND SIDEBARS • READERS’ gUIDES THAT PROMOTE CRITICAL ANALYSIS • EXTENSIVE BIBLIOGRAPHIES TO POINT YOU TO ADDITIONAL RESOURCES Transgender History covers American transgender history from the mid-twentieth century to today. From the transsexual and transvestite communities in the years following World War II to trans radicalism and social change in the ’60s and ’70s to the gender issues witnessed throughout the ’90s and ’00s, this introductory text will give you a foundation for understanding the developments, changes, strides, and setbacks of trans studies and the trans community in the United States. “A lively introduction to transgender history and activism in the U.S. Highly readable and highly recommended.” SUSAN —joanne meyerowitz, professor of history and american studies, yale University, and author of How Sex Changed: A History of Transsexuality In The United States “A powerful combination of lucid prose and theoretical sophistication . Readers STRYKER who have no or little knowledge of transgender issues will come away with the foundation they need, while those already in the field will find much to think about.” —paisley cUrrah, political -
Nat Love 1854 – 1921 Story: R. Alan Brooks Art: Cody Kuehl Discussion Questions: 3-5Th Grade
Nat Love 1854 – 1921 Story: R. Alan Brooks Art: Cody Kuehl Discussion Questions: 3-5th Grade • When you think of a cowboy, what do you see in your mind? What do they wear? What do they do with their day? • What do you want to be when you grow up? What would you do if someone told you that you are not allowed to do that? • Why did the members of the Pima Tribe let Nat go when they caught him? What does it mean to have respect for another person? • How does the comic make Nat’s experiences come to life? Which pictures show him engaging in an exciting activity? MS • Nat Love was born a slave and, as such, was not allowed to learn to read. Why do you suppose that law existed? • In the second panel of the first page, Nat says “a lot of folks dispute the facts of my life, saying it’s all too incredible to be true.” Are there any parts of this story that you find hard to believe? • Nat Love took the name “Deadwood Dick.” What would your cowboy name be if you could choose it for yourself? • In both the fifth panel of the first page and the second panel of the second page, Nat is shown firing his gun from horseback. How does including two images that are so similar to one another enhance your understanding of the character? HS • The artwork of this comic contains a lot of thick lines and an abundance of deep shading. How does this style inform the tone of the story being told here? • Why do you suppose that people today do not believe, as Nat points out in the comic, that there were any African American cowboys? • Not only was Nat literate, he wrote a book about his life. -
Torrent Download the Roughriders Movie Ruff Ryders
torrent download the roughriders movie Ruff Ryders. Founded by siblings Darrin “Dee” Dean, Joaquin “Waah” Dean and Chivon Dean, Ruff Ryders arose from the gritty streets of the South Bronx in the late 1998s, starting as an artist management firm, and went on to one of hip-hop’s most iconic dynasties. With the sound mostly backed by famed producer Swizz Beatz , who is also their nephew, the independent record label was an unstoppable force on the charts at the turn of the millennium. Featured artists included DMX and The Lox, revered lyricists in their own right, and Ruff Ryders official first lady, Eve. Aside from the solo releases from affiliated artists, Ruff Ryders released the popular Ryde or Die compilation series (three volumes from 1999 to 2005). Rebranding as Ruff Ryders Indy in 2010, the multi-million dollar empire has since evolved to encompass film, lifestyle, and philanthropy. BET presents “Ruff Ryders Chronicles” is a five part docu-series that aired in August 2020 and examines the hip-hop legacy of the music label’s rise to superstardom and features interviews from many of the artists on its roster. Ninden. 21 Day Fix® creator Autumn Calabrese takes her simple color-coded container system for measuring perfect portions and applies it to 101 of her favorite family recipes to give you Fixate, a delicious approach to healthy weight loss. So you're not just eating tasty, healthy foods-you're eating just the right amount. Any Beachbody program. Getting Started Meet Your Trainer Meal Prep & Containers Results The Workouts FAQ Community.