DOCSLIB.ORG

Folklore in the Classroom. Workbook. INSTITUTION Indiana Historical Bureau, Indianapolis

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Folklore in the Classroom. Workbook. INSTITUTION Indiana Historical Bureau, Indianapolis DOCUMENT RESUME ED 267 397 CS 209 482 AUTHOR Allen, Barbara; And Others TITLE Folklore in the Classroom. Workbook. INSTITUTION Indiana Historical Bureau, Indianapolis. SPONS AGENCY Alabama State Dept. of Postsecondary Education, Montgomery.; National Endowment for the Humanities (NFAH), Washington, D.C. PUB DATE 85 NOTE 172p.; Produced in cooperation with the Indiana Historical Society. AVAILABLE FROM Indiana Historical Bureau, 140 NorthSenate Ave., Indianapolis, IN 46204 ($5.00). PUB TYPE Guides - Classroom Use- Guides (For Teachers) (052) EDRS PRICE MF01/PC07 Plus Postage. DESCRIPTORS Cultural Education; Cultural Enrichment; Cultural Influences; Cultural Pluralism; Elementary Secondary Education; *Enrichment Activities; Ethnic Studies; Ethnology; *Folk Culture; *Integrated Activities; Intercultural Programs; *Interdisciplinary Approach; Legends; Multicultural Education; Oral History; Program Development IDENTIFIERS *Artifacts; Folk Music; *Folktales; Ghost Stories; Oral Learning; Oral Literature; Oral Tradition; Riddles ABSTRACT Written by experts in the field of folklore for laymen, this three-part volume is intended to helpteachers of English, social studies, mathematics and science,home economics, the arts, and other subject areas to becomemore knowledgeable about folklore and to inject this knowledge into their existingcurricula. The first part, on introducing folklore, deals withdefining folklore, folklore genres, finding folklore, andthe folk cultural approach (putting folklore in context). Thesecond part explores folklore in relation to the subjects of Englishand the language arts, history and social studies, domestic life, andmathematics and science. The third part, on folklore and issues ineducation, discusses making sense out of contemporaryphenomena, using local resources, and cultural diversity and folklore. Suggestedclassroom exercises are provided. Appendixes containan article on identifying folk art in one's community, a selected bibliographyon Indiana folklore, an article on preserving artifacts,and an index. (EL) *********************************************************************** * Reproductions supplied by EDRSare the best that can be made * * from the original document. * *********************************************************************** Workbook U.S. DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION "PERMISSION TO REPRODUCE THIS EDUCATIONAL RESOURCES INFORMATION MATERIAL HAS BEEN GRANTED BY CENTER (ERIC) ...>"hrs document has been reproduced as Pamela J. Bennett received from the person or organization originating it ,I Minor changes have been made to improve reproduction quality 0 Points of view or opinions stated in this docu- TO THE EDUCATIONAL RESOURCES ment do not necessarily represent official NIE position or policy INFORMATION CENTER (ERIC)." 2 Copyright, 1985 Indiana Historical Bureau Indianapolis, Indiana Normal copyright restrictions regarding reproduction are in force except that exercise pages (numbered with an "E") may be repro- duced in quantity for classroom use. "Folklore in the Classroom" is an educational project sponsored by the Indiana Historical Bureau, State of Indiana, and the Indiana His- torical Society.It has been funded by the Indiana Committee for the Humanities in cooperation with the National Endowment for the Humanities. A copy of this Workbook has been provided to cach Indiana public library through i,he regular distribution program of the Indiana His- torical Bureau. Copies of this Workbook (unbound, three-hole punched)are avail- able for $5.00 each from the Indiana Historical Bureau, 140 North Senate, Indianapolis, IN 46204. '3 Folklore in the Classroom Betty J. Be !anus, Project Coordinator Preface A growing interest in our traditions hasbrought about a need for teaching folklore in a more organizedway. Unfortunately, the school day is already crowded witha plethora of subjects, activities, and special needs areas. Adding anythingto an already busy day could easily be "the straw that broke thecamel's back." Instead, the approach of this project is to provide thematerials to enrich already existing curricula. These materialsare intended to help teachers of English, social studies, mathematicsand science, home economics, the arts, and other subjectareas to become more knowl- edgeable about folklore and to inject thisknowledge into their curricula. The material is written by experts in thefield of folklore for laymen. The reader is carefully guided froma definition of folklore, through the legends of yesteryear to thefolkloric expressions of today. Suggested classroom exercisesare provided as a starting point for implementation; every teachercan devise other projects and/or tailor them to local needs and situations. Folklore dovetails perfectly with the studyof Indiana history. The legends, crafts, customs, rituals, beliefs,music, architecture, and other folkloregenres are the spice that adds flavor and meaning to the study of Indiana'searliest people as well as of our modern agri-business, industrial society. Folklore, literature, and languageare compatible bedfellows. The traditional phrases"once upon a time" and "they all lived happily ever after"have been used in literature for centuries. Man has always been curious about nature.Weather, geology, medicine, and other sciences contain mulltraditional knowledge. A science teacher can add a bit of realism to lessonsby incorporating folklore into the curriculum. Particularly valuable to the busy teacher is thesection on Using Local Resources. Most communitieshave people who are excellent resources. You may havea folk artist, a folk musician, or someone who is an expert on quilts or log cabins inyour area. All communities have people whocan become knowledgeable about a folklore genre and serve as aresource person. A special appendix has been included on conservationso that we can avoid certain pitfalls and create lasting historical products whena product is the goal. This material is a valuableresource. It should be a great help for teachers of many curriculumareas. "Hats off" to the authors. Joe Mathias, Kokomo iii Folklore in theClassroom Betty J. Manus, Project Coordinator 623 East 13th Street Bloomington, Indiana 47401 Personnel 612-339-3039 The Authors Barbara Allen Susanne S. Rid len Program in American Studies Folklore Program University of Notre Dame Indiana University-Kokomo Notre Dame, Indiana 46556 2300 South Washington Betty J. Beianus Kokomo, Indiana 46902 623 East 13th Street Catherine Swanson Bloomington, Indiana 47401 607 South Grant Inta Gale Carpenter Bloomington, Indiana 47401 Folklore Institute Christine Young Indiana University Indiana Historical Society 504 North Fess 315 West Ohio Street Bloomington, Indiana 47405 Indianapolis, Indiana 46202 Xenia E. Cord Folklore Program Indiana University-Kokomo 2300 South Washington Kokomo, Indiana 46902 The Advisory Committee Pamela J. Bennett Thomas Krasean Indiana Historical Bureau Indiana Historical Society 140 North Senate Avenue 315 West Ohio Street Indianapolis, Indiana 46204 Indianapolis, Indiana 46202 Jean Gernand Joe Mathias Huntington North High School Darrough Chapel Elementary 450 McGahn Street 900 South Goyer Road Huntington, Indiana 46750 Kokomo, Indiana 46901 Virginia Hamm Ann B. Timberman Indiana State Museum Division of Curriculum 202 North Alabama Department of Education Indianapolis, Indiana 46204 229 State House Lisbeth Henning Indianapolis, Indiana 46204 Historic Landmarks Foundation Mary Yingling of Indiana Indiana Arts Commission 3402 Boulevard Place 32 East Washington, sixth floor Indianapolis, Indiana 46208 Indianapolis, Indiana 46204 lipFolklore in the Classroom Betty J. Belanus, Project Coordinator Contents Introducing Folklore 1. Defining Folklore 1 By Barbara Allen 2. Folklore Genres 5 By Catherine Swanson E2.1 Genre Bulletin Board E2.2 Genre List E2.3 Thematic Genre Collection 3. Finding Folklore 11 By Betty J. Belanus E3.1 Search ME! E3.11 Search ME! Form E3.2 Folklore Scavenger Hunt E3.21 Folklore Scavenger Hunt Form E3.3 Collection Data 4. The Folk Cultural Approach: Putting Folklore in Context 15 By Xenia E. Cord E4.1 Children's Folklore How Do Children Play? E4.12 Questionnaire for Children's GamesA Sample E4.2 Family Participation in Calendar Events E4.3 Investigating a Folk Culture Folklore and Subject Areas 5. Folklore, English, and Language Arts 21 By Catherine Swanson E5.1 Writing One E5.2 Writing Two E5.3 Reading One E5.4 Reading Two E5.5 Performing 6. Folklore, History, and Social Studies 25 By Xenia E. Cord and Susanne S. Rid len E6.1 Family Traditions E6.2 Interviewing Family Members E6.21 A Beginning Family Folklore Questionnaire E6.3 Gravestone Studies E6.4 The Study of Log Buildings 7. Folklore in Domestic Life 39 By Barbara Allen E7.1 A Community Oral History Project E7.2 A Class Cookbook of Family Recipes vii e 8. Using Folklore to Teach Mathematics and Science 45 By Harry Gammerdinger E8.1 Weather Lore E8.2 Planting by the Signs E8.3 Medical Beliefs E8.4 A Dowsing Demonstration E8.5 Material Culture (Technology) E8.6 Mathematics E8.61 Quilting Math Folklore and Issues in Education Making Sense Out of Contemporary Phenomena 51 By Inta Gale Carpenter E9.1 Folklore in Modern Media E9.2 Modern Occupational Folklore E9.3 Folklore of the Modern Teenager E9.4 Understanding Modern Anxieties through Folklore 10. Using Local Resources 59 By Betty J. Belanus E10.1 Preparing a Resource Guide E10.11 Resource Guide Form E10.2 Exploring Folk Art in a Local Museum E10.21 Folk Art Catalogue Form E10.3 Interviewing
Load more

Recommended publications
  • Crown Hill Cemetery Notables - Sorted by Last Name
    CROWN HILL CEMETERY NOTABLES - SORTED BY LAST NAME Most of these notables are included on one of our historic tours, as indicated below. Name Lot Section Monument Marker Dates Tour Claim to Fame Achey, David (Dad, see p 440) 7 5 N N 1838-1861 Skeletons Gambler who met his “just end” when murdered Achey, John 7 5 N N 1840-1879 Skeletons Gambler who was hung for murder Adams, Alice Vonnegut 453 66 Y 1917-1958 Authors Kurt Vonnegut’s sister Adams, Justus (more) 115 36 Y Y 1841-1904 Politician Speaker of Indiana House of Rep. Allison, James (mansion) 2 23 Y Y 1872-1928 Auto Allison Engineering, co-founder of IMS Amick, George 723 235 Y 1924-1959 Auto 2nd place 1958 500, died at Daytona Armentrout, Lt. Com. George 12 12 Y 1822-1875 Civil War Naval Lt., marble anchor on monument Armstrong, John 10 5 Y Y 1811-1902 Founders Had farm across Michigan road Artis, Lionel 1525 98 Y 1895-1971 African American Manager of Lockfield Gardens 1937-69 Aufderheide’s Family, May 107 42 Y Y 1888-1972 Musician She wrote ragtime in early 1900s (her music) Ayres, Lyman S 19 11 Y Y 1824-1896 Names/Heritage Founder of department stores Bacon, Hiram 43 3 Y 1801-1881 Heritage Underground RR stop in Indpls Bagby, Robert Bruce 143 27 N 1847-1903 African American Ex-slave, principal, newspaper publisher Baker, Cannonball 150 60 Y Y 1882-1960 Auto Set many cross-country speed records Baker, Emma 822 37 Y 1885-1934 African American City’s first black female police 1918 Baker, Jason 1708 97 Y 1976-2001 Heroes Marion County Deputy killed in line of duty Baldwin, Robert “Tiny” 11 41 Y 1904-1959 African American Negro Nat’l League 1920s Ball, Randall 745 96 Y 1891-1945 Heroes Fireman died on duty Ballard, Granville Mellen 30 42 Y 1833-1926 Authors Poet, at CHC ded.
    [Show full text]
  • Advancing Corrections
    | 1 technology re-entry leadership Advancing Corrections 2011 Annual Report INDIANA DEPARTMENT OF CORRECTION Leadership from the top 2 | Governor Mitchell E. Daniels, Jr. “For the Indiana Department of Correction, public safety is always the highest priority and the continual trend of lowering recidivism rates and assuring successful re-entry is critical to that mission. In 2011, the leadership and staff throughout the state have reason to be proud after receiving the coveted ACA’s Golden Eagle Award for the accreditation of all our correctional facilities. I want to commend IDOC for its continued excellence in its service to our state, while finding ways to spend tax dollars more efficiently and effectively.” Table of Contents • Letter from the Commissioner 5 • Executive Staff 6 • Timeline of Progress 18 • Adult Programs & Facilities 30 • Division of Youth Services (DYS) 48 Juvenile Programs & Facilities • Parole Services 58 • Correctional Training Institute (CTI) 66 • PEN Products 70 • Financials & Statistics 76 | 3 Vision As the model of public safety, the Indiana Department of Correction returns productive citizens to our communities and supports a culture of inspiration, collaboration, and achievement. Mission The Indiana Department of Correction advances public safety and successful re-entry through dynamic supervision, programming, and partnerships. Advancing Letter from the Commissioner through Leadership... Bruce Lemmon Commissioner Amanda Copeland Chief of Staff Penny Adams Executive Assistant Aaron Garner Executive Director
    [Show full text]
  • Aug. 22-28, 2019
    THIS WEEK on the WEB Roncalli football field renamed in honor of longtime high school educator Page 2 BEECH GROVE • CENTER GROVE • GARFIELD PARK & FOUNTAIN SQUARE • GREENWOOD • SOUTHPORT • FRANKLIN & PERRY TOWNSHIPS FREE • Week of August 22-28, 2019 Serving the Southside Since 1928 ss-times.com PAGES 6-7 TIMESOGRAPHY Greenwood’s WAMMfest raises $10,000 for local organizations PAGE 4 A safe place to learn Perry Meridian senior creates one-of-a-kind sensory room for students with special needs HAUNTS & JAUNTS FEATURE FEATURE FEATURE Is there a different body Greenwood solider Greenwood band hosts concert Free family entertainment in John Dillinger’s grave? killed in Ft. Hood, TX of 100s of statewide musicians at BG’s Music on Main Page 5 Page 9 Page 10 Page 11 SEE OUR AD ON PAGE 5 Altenheim (Indianapolis/Beech Grove) I am so happy with dad’s care Aspen Trace (Greenwood/Bargersville/Center Grove) and how content he seems. Greenwood Health & Living University Heights Health & Living (Indianapolis/Greenwood) I agree I’m so grateful for CarDon! www.CarDon.us CARDON - EXPERT SENIOR LIVING SOLUTIONS. 2 Week of August 22-28, 2019 • ss-times.com COMMUNITY The Southside Times Contact the Southside THIS Managing Editor on the Have any news tips? Want News Quiz WEEK to submit a calendar event? WEB Have a photograph to share? Call Nancy Price at How well do you know your 698-1661 or email her at Southside community? Roncalli to dedicate Kranowitz named [email protected]. And remember, our news Test your current event football field to Bob Tully president and CEO of Keep deadlines are several days prior to print.
    [Show full text]
  • Legislature a Shallow Talent Pool Former Gov
    V14 N43 Thursday, July 9, 2009 Legislature a shallow talent pool Former Gov. Oxley’s painful fall Edgar Whit- underscores shift away comb (left) and U.S. Sen. Evan from Statehouse for Bayh at the Statehouse dur- gubernatorial timber ing Gov. Frank O’Bannon’s By BRIAN A. HOWEY funeral in 2003. INDIANAPOLIS - The sad The two repre- story about the fall of 2008 Demo- sent contrasting cratic lieutenant governor nominee eras when the Dennie Oxley II since February un- Indiana General derscores an emerging Assembly was trend when it comes a gubernato- to power politics: rial breeding The Indiana General ground. (HPI Assembly is losing its Photo by Brian station as a breeding A. Howey) ground for guberna- torial tickets. When Democratic gubernato- 1996 won the rial nominee Jill Long Thompson won the primary in May nominations, with roots going back to the Indiana Senate. 2008, it was the eighth time out of the last 10 nomination In that time frame, the two major parties have slots that went to an individual who didn’t have roots in the relied on two mayors, a congressman, a former congress- Indiana General Assembly. The two exceptions occurred when Lt. Gov. John Mutz in 1988 and Frank O’Bannon in Continued on Page 3 Kenny Rogers session By DAVE KITCHELL LOGANSPORT - Collectively, 151 people played out their hands last Tuesday in the Indiana Statehouse. In the end, they all left with something, which after all is the goal of any card player when they leave the table. “I’m looking forward to maybe Gov.
    [Show full text]
  • Climate-Change Lore and Its Implications for Climate Science: Post-Science Deliberations?
    Futures 66 (2015) 54–69 Contents lists available at ScienceDirect Futures journal homepage: www.elsevier.com/locate/futures Climate-change lore and its implications for climate science: Post-science deliberations? Dennis Bray a,*, Grit Martinez b a Helmholtz Zentrum Geesthacht, Geesthacht, Germany b Ecologic Institute, Berlin, Germany ARTICLE INFO ABSTRACT Article history: Using of the results of survey questionnaires distributed to climate scientists who focus on Available online 18 December 2014 the German Baltic coast, regional political decision makers on the German Baltic coast and weather observations from the same region, this paper assesses the existence of Keywords: developing climate-change lore and the implications for the role of climate science in the Climate change science–policy interface. The Oxford Dictionary (1993) provides one definition of lore as ‘A Lore doctrine, a precept; a creed, a religion.’ This is the definition adopted for this paper. The Policy paper concludes that the discrepancies among weather observations, scientific assess- Post-normal science ments and decision makers’ perceptions suggest that climate-change lore exists, or is Post-science deliberation coming into existence. The paper then discusses the implications for the science–policy interface and suggests that given current trajectories, science could come to play a secondary role to climate-change lore in regional political decision making concerning climate change. To the truth-to-power model of the science–policy interface and the tenets of post-normal science, three additional possibly evolving science–policy configurations (as pertaining to the climate change issue) are offered. ß 2014 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/3.0/).
    [Show full text]
  • **** This Is an EXTERNAL Email. Exercise Caution. DO NOT Open Attachments Or Click Links from Unknown Senders Or Unexpected Email
    Scott.A.Milkey From: Hudson, MK <[email protected]> Sent: Monday, June 20, 2016 3:23 PM To: Powell, David N;Landis, Larry (llandis@ );candacebacker@ ;Miller, Daniel R;Cozad, Sara;McCaffrey, Steve;Moore, Kevin B;[email protected];Mason, Derrick;Creason, Steve;Light, Matt ([email protected]);Steuerwald, Greg;Trent Glass;Brady, Linda;Murtaugh, David;Seigel, Jane;Lanham, Julie (COA);Lemmon, Bruce;Spitzer, Mark;Cunningham, Chris;McCoy, Cindy;[email protected];Weber, Jennifer;Bauer, Jenny;Goodman, Michelle;Bergacs, Jamie;Hensley, Angie;Long, Chad;Haver, Diane;Thompson, Lisa;Williams, Dave;Chad Lewis;[email protected];Andrew Cullen;David, Steven;Knox, Sandy;Luce, Steve;Karns, Allison;Hill, John (GOV);Mimi Carter;Smith, Connie S;Hensley, Angie;Mains, Diane;Dolan, Kathryn Subject: Indiana EBDM - June 22, 2016 Meeting Agenda Attachments: June 22, 2016 Agenda.docx; Indiana Collaborates to Improve Its Justice System.docx **** This is an EXTERNAL email. Exercise caution. DO NOT open attachments or click links from unknown senders or unexpected email. **** Dear Indiana EBDM team members – A reminder that the Indiana EBDM Policy Team is scheduled to meet this Wednesday, June 22 from 9:00 am – 4:00 pm at IJC. At your earliest convenience, please let me know if you plan to attend the meeting. Attached is the meeting agenda. Please note that we have a full agenda as this is the team’s final Phase V meeting. We have much to discuss as we prepare the state’s application for Phase VI. We will serve box lunches at about noon so we can make the most of our time together.
    [Show full text]
  • Fimp P *2.22 *244
    PAGE 6 THE INDIANAPOLIS TIMES JAN. 5, It* STORY OF JOHN DILLINGER'S BOYHOOD IS TOLD BY THESE PHOTOS CITIZEN-OWNED' UTILITY PLANTS £ I SHOW PROFIT Municipal Light and Power . Plants in ’32 Made ' $212,542.10, Municipally owned utilities re- turned a net profit of $212,542.10 to Indiana towns where they operate and thus aided in keeping them I JEFTr JmmF^aaSg from borrowing from working bal- ances in 1932. This fact is set out in a report on town finances for that year made public today by William P. Cos- grove. ...... state examiner. It was pre- ' ' pared in his office by Albert E. Dickens, statistician. One hundred and forty-two civil towns operate ,waterworks, fifty- three electric plants and thirty both water and electric utilities, the re- port shows. In 1932. these utilities received 51.023.6C7.50 in operating revenues and disbursed 5811.065.40 for oper- ating and maintenance. Expenses Decrease In the total of 423 Indiana towns, the governmental cost for 1932 was $3,461,003.47, the reiiort shows. This was $593,623.52 or 14.6 per cent less than was expended in 1931. Tax re- ceipts were 26.4 per cent less, how- ever, being the lowest since 1922. CAPITOL They decreased 21.4 per cent from Suits, Topcoats, Overcoats 1 the previous year and were $253.- 1 006.39 less than disbursements, ne- cessitating inroads on working bal- ances to make up the deficiency in revenue. School functions were maintained in but eighty of the incorporated towns at a cost of $2,101,915.
    [Show full text]
  • Folklore Archive: Student Field Projects Records WSR002714
    Guide to the Folklore Archive: Student Field Projects Records WSR002714 This finding aid was produced using ArchivesSpace on July 09, 2019. English Describing Archives: A Content Standard Walter P. Reuther Library 5401 Cass Avenue Detroit, MI 48202 URL: https://reuther.wayne.edu Guide to the Folklore Archive: Student Field Projects Records WSR002714 Table of Contents Summary Information .................................................................................................................................... 3 History ............................................................................................................................................................ 3 Scope and Content ......................................................................................................................................... 4 Arrangement ................................................................................................................................................... 4 Administrative Information ............................................................................................................................ 4 Related Materials ........................................................................................................................................... 5 Controlled Access Headings .......................................................................................................................... 6 Other Finding Aids .......................................................................................................................................
    [Show full text]
  • History of the U.S. Attorneys
    Bicentennial Celebration of the United States Attorneys 1789 - 1989 "The United States Attorney is the representative not of an ordinary party to a controversy, but of a sovereignty whose obligation to govern impartially is as compelling as its obligation to govern at all; and whose interest, therefore, in a criminal prosecution is not that it shall win a case, but that justice shall be done. As such, he is in a peculiar and very definite sense the servant of the law, the twofold aim of which is that guilt shall not escape or innocence suffer. He may prosecute with earnestness and vigor– indeed, he should do so. But, while he may strike hard blows, he is not at liberty to strike foul ones. It is as much his duty to refrain from improper methods calculated to produce a wrongful conviction as it is to use every legitimate means to bring about a just one." QUOTED FROM STATEMENT OF MR. JUSTICE SUTHERLAND, BERGER V. UNITED STATES, 295 U. S. 88 (1935) Note: The information in this document was compiled from historical records maintained by the Offices of the United States Attorneys and by the Department of Justice. Every effort has been made to prepare accurate information. In some instances, this document mentions officials without the “United States Attorney” title, who nevertheless served under federal appointment to enforce the laws of the United States in federal territories prior to statehood and the creation of a federal judicial district. INTRODUCTION In this, the Bicentennial Year of the United States Constitution, the people of America find cause to celebrate the principles formulated at the inception of the nation Alexis de Tocqueville called, “The Great Experiment.” The experiment has worked, and the survival of the Constitution is proof of that.
    [Show full text]
  • Case Study – Forensic Science Dillinger Death Mask
    Case Study – Forensic Science Dillinger Death Mask by Professor D.E. Ashworth of Worsham mold that adhered to the plaster surface At a Glance College of Embalming, pictured below. and was later removed for analysis. McCrone Associates examined a Two masks were cast by Harold N. May plaster cast containing a rubber of the Reliance Dental Manufacturing The rubber mask was gently removed mask that was purported to be Company; one was sent to the FBI, and from the plaster cast, and the interior cast from John Dillinger’s face at the other was retained by May. details of the plaster were examined the time of his death. with the unaided eye and moderate Issue magnification. The entire inner surface McCrone Associates was asked to of the rubber mask was examined examine a death mask believed to be microscopically. Situation pictured on the front page of the July 24, John Herbert Dillinger was an infamous 1933 Chicago Herald and Examiner—the Results American gangster and robber during the mask that was confiscated. The materials of construction, plaster and Depression era. Dillinger, the first criminal carbon black filled rubber, were available to be named Public Enemy Number One Solution at the time the mask was purported to by the FBI, was shot by federal agents The plaster cast was examined by two have been made. in the alley behind Chicago’s Biograph McCrone Associates scientists. The interior theater on July 22, 1934. Dillinger died of the cast was covered with black rubber instantly from a shot that entered the base of his neck, severed his spinal chord, and exited below his right eye.
    [Show full text]
  • BANKS, DILLINGER and MAD DOG EARLE by Michael J
    BANKS, DILLINGER AND MAD DOG EARLE By Michael J. Carroll love the print media. I may suffer from printed word Warner Brothers Hollywood of the 1930s and 40s: racism. Her neurosis, maybe even addiction. I also love print’s mother was Native American and she mentions and alludes to flashier younger media sister, film, with its vibrant discrimination suffered. and hypnotic images of society – of us. I await the Unlike the love of the aloof Bogart, Depp is madly in love Ipictures of banks, law, and life that will spring from with his girl and knows it immediately. Like Bogart’s Duke our chaotic economic times. Mantee of “The Petrified Forest,” the earlier gangster film that “Public Enemies,” which starred Johnny Depp as the helped make his career, Bogart/Earle thinks that a “dame” is Depression-era gangster John Dillinger, helped me remember something that weighs you down, slows you down, makes you one of my gangster favorites, the old B movie classic, “High soft and allows the cops to catch up to you. Maybe Mad Dog Sierra,” which featured Humphrey Bogart as gangster Roy Earle has a point that cannot be dismissed completely since Earle (a.k.a. Mad Dog Earle), a the Feds in both films track and thinly disguised John Dillinger. trap men through women. “High Sierra” was filmed while Some of the “lawmen” are Dillinger’s life, bank-robbing recognizable in both films. rampage, and death were still Depp’s FBI lawmen go off fresh in the collective American in a new “modern” direction: memory. Bogart portrayed him He disdains the suit- scientific, bureaucratic and as a sympathetic Midwestern seeking publicity.
    [Show full text]
  • U.S. Department of Justice Federal Bureau of Investigation Washington, D.C. 20535 August 24, 2020 MR. JOHN GREENEWALD JR. SUITE
    U.S. Department of Justice Federal Bureau of Investigation Washington, D.C. 20535 August 24, 2020 MR. JOHN GREENEWALD JR. SUITE 1203 27305 WEST LIVE OAK ROAD CASTAIC, CA 91384-4520 FOIPA Request No.: 1374338-000 Subject: List of FBI Pre-Processed Files/Database Dear Mr. Greenewald: This is in response to your Freedom of Information/Privacy Acts (FOIPA) request. The FBI has completed its search for records responsive to your request. Please see the paragraphs below for relevant information specific to your request as well as the enclosed FBI FOIPA Addendum for standard responses applicable to all requests. Material consisting of 192 pages has been reviewed pursuant to Title 5, U.S. Code § 552/552a, and this material is being released to you in its entirety with no excisions of information. Please refer to the enclosed FBI FOIPA Addendum for additional standard responses applicable to your request. “Part 1” of the Addendum includes standard responses that apply to all requests. “Part 2” includes additional standard responses that apply to all requests for records about yourself or any third party individuals. “Part 3” includes general information about FBI records that you may find useful. Also enclosed is our Explanation of Exemptions. For questions regarding our determinations, visit the www.fbi.gov/foia website under “Contact Us.” The FOIPA Request number listed above has been assigned to your request. Please use this number in all correspondence concerning your request. If you are not satisfied with the Federal Bureau of Investigation’s determination in response to this request, you may administratively appeal by writing to the Director, Office of Information Policy (OIP), United States Department of Justice, 441 G Street, NW, 6th Floor, Washington, D.C.
    [Show full text]