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Choose Your Words Describing the Japanese Experience During WWII
Choose your Words Describing the Japanese Experience During WWII Dee Anne Squire, Wasatch Range Writing Project Summary: Students will use discussion, critical thinking, viewing, research, and writing to study the topic of the Japanese Relocation during WWII. This lesson will focus on the words used to describe this event and the way those words influence opinions about the event. Objectives: • Students will be able to identify the impact of World War II on the Japanese in America. • Students will write arguments to support their claims based on valid reasoning and evidence. • Students will be able to interpret words and phrases within video clips and historical contexts. They will discuss the connotative and denotative meanings of words and how those word choices shaped the opinion of Americans about the Japanese immigrants in America. • Students will use point of view to shape the content and style of their writing. Context: Grades 7-12, with the depth of the discussion changing based on age and ability Materials: • Word strips on cardstock placed around the classroom • Internet access • Capability to show YouTube videos Time Span: Two to three 50-minute class periods depending on your choice of activities. Some time at home for students to do research is a possibility. Procedures: Day 1 1. Post the following words on cardstock strips throughout the room: Relocation, Evacuation, Forced Removal, Internees, Prisoners, Non-Aliens, Citizens, Concentration Camps, Assembly Centers, Pioneer Communities, Relocation Center, and Internment Camp. 2. Organize students into groups of three or four and have each group gather a few words from the walls. -
The Four Freedoms
ACTIVITY 1.9 WWhathat IIss FFreedom?reedom? ACTIVITY 1.9 PLAN Suggested Pacing: 2 50-minute Learning Targets class periods • Analyze the use of rhetorical features in an argumentative text. LEARNING STRATEGIES: SOAPSTone, Socratic • Compare how a common theme is expressed in different texts. Seminar TEACH • Present, clarify, and challenge ideas in order to propel conversations. 1 Read the Preview and the Setting Preview a Purpose for Reading sections with In this activity, you will read a speech delivered by President Franklin D. Roosevelt My Notes your students. Help them understand and two parts of the Constitution of the United States to root your thinking in the that they will be reading seminal foundational documents of the nation. texts of the United States to compare Setting a Purpose for Reading definitions offreedom . These texts are primary sources. Remind • Underline words and phrases that define freedom. students that primary sources are • Highlight words and phrases that describe the concepts of America and American. valuable, and context is important in • Put a star next to particularly moving rhetoric. understanding them. • Circle unknown words and phrases. Try to determine the meaning of the words 2 FIRST READ: Based on the by using context clues, word parts, or a dictionary. complexity of the passage and your knowledge of your students, you ABOUT THE AUTHOR may choose to conduct the first President Franklin Delano Roosevelt delivered this State of the Union speech reading in a variety of ways: on January 6, 1941. The speech outlines four key human rights. It acted as a reminder to the nation of the reasons for supporting Great Britain in its fight • independent reading against Germany. -
Boards, Committees and Chapters
BOARDS, COMMITTEES AND CHAPTERS BOARD OF Brenda Gaines** Anna Eleanor Roosevelt NATIONAL TRUSTEE Mark Selcow Carol J. Evans Stanley R. Brewer BOARD OF Jeffrey Feiner TRUSTEES Chicago, Ill. Director of Community OFFICERS COMMITTEES AND Committee Vice Chair President ADVISORS AND Retired Managing Director and Education Relations LIASONS Marc Guild S. Brewer & Company REPRESENTATIVES and Senior Broadline Valerie B. Ackerman Marc Guild+ Boeing World Headquarters Gary D. Forsee‡ Ronald Kirk, Esq. Salt Lake City, Utah Retailing Analyst President President, Marketing The Boeing Company Chairman of the Board Executive Committee Committee Vice Chair Greg Gumbel Advisors Lehman Brothers WNBA Division and Chicago, Ill. Mary K. Bush New York, N.Y. Gary D. Forsee Holly Becker New York, N.Y. Director Interep National James E. Sproull, Jr., Esq. Val Ackerman Judith A. Nolte Bush International, Inc. Committee Chair New York, N.Y. Radio Sales, Inc Thomas A. Russo, Esq. Vice Chairman of the Board‡ Chevy Chase, Md. Martin Feinstein Francis M. Austin, Jr.* New York, N.Y. Vice Chairman and Chairman of the Board++ Elizabeth Crow Patricia O’Neill Ware Chairman and CEO Thomas A. Russo, Esq. Les Baledge** New York, N.Y. Chief Legal Officer Leigh-Wai Doo Farmers Group, Inc. Vice Chair of the Board Springdale, Ark. Greg Gumbel Lehman Brothers, Inc. Thomas A. Russo Carol J. Evans Public Affairs Committee Honolulu, Hawaii Los Angeles, Calif. Les R. Baledge* Sports Broadcaster New York, N.Y. Vice Chairman of the Board James E. Sproull, Jr., Esq. David J. Bronczek Executive Vice President CBS, Inc. Greg Gumbel Anna Eleanor Roosevelt John Henry Felix, PhD Gary D. -
Thank You for Leading Your Team!
Find an event n e a r y o u ! A p r i l 9 : I o w a C i t y Family Team Captain Kit March for Babies 2016 So what are your next steps? A p r i l 2 3 : Thank you for 1. Add pictures and personalize your team page, as Cedar Valley well as your individual page. Set your team goal, D u b u q u e leading your team! and your personal goal too! S i o u x C i t y 2. Make a donation to your own page first– then ask others to match it! 3. Open up your email address book, and send your A p r i l 2 4 : link to everyone you know! Ask them to join you on your team, or to make a donation. Share your rea- Cedar Rapids sons for participating. 4. Use old-fashioned mail to get the word out! A p r i l 3 0 : 5. Reach out to your local staff to ask questions or get supplies. Q u a d C i ti e s 6. Post your Online Fundraising Link on your email signature, and your Facebook page. M a y 7 : 7. Help your team set their personal goals. D e s M o i n e s 8. Recruit and follow up on your team and donors. 9. Send weekly updates to your team members via email or FB. Highlight top fundraisers from your team. 10. Tell your donors and team members thank you! I n s i d e : Mission Boards 2 Managing Your 2 Family Team From Polio To Prematurity– The March of Dimes History It was his personal experience with polio that inspired President Franklin Roosevelt to found the March of Social Networking 2 Dimes in 1938 to defeat the crippling disease. -
Proquest Dissertations
INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to loe removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6” x 9” black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. UMI* Bell & Howell Information and Learning 300 North Zeeb Road, Ann Arbor, Ml 48106-1346 USA 800-521-0600 WASHINGTON IRVING CHAMBERS: INNOVATION, PROFESSIONALIZATION, AND THE NEW NAVY, 1872-1919 DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctorof Philosophy in the Graduate School of The Ohio State University By Stephen Kenneth Stein, B.A., M.A. -
Eleanor Roosevelt's Servant Leadership
Tabors: A Voice for the "Least of These:" Eleanor Roosevelt's Servant Le Servant Leadership: Theory & Practice Volume 5, Issue 1, 13-24 Spring 2018 A Voice for the “Least of These:” Eleanor Roosevelt’s Servant Leadership Christy Tabors, Hardin-Simmons University Abstract Greenleaf (2002/1977), the source of the term “servant leadership,” acknowledges a lack of nurturing or caring leaders in all types of modern organizations. Leaders and potential future leaders in today’s society need servant leader role-models they can study in order to develop their own servant leadership. In this paper, the author explores Eleanor Roosevelt’s life using Spears’ (2010) ten characteristics of servant leadership as an analytical lens and determines that Roosevelt functioned as a servant leader throughout her lifetime. The author argues that Eleanor Roosevelt’s servant leadership functions as a timeless model for leaders in modern society. Currently, a lack of literature exploring the direct link between Eleanor Roosevelt and servant leadership exists. The author hopes to fill in this gap and encourage others to contribute to this area of study further. Overall, this paper aims at providing practical information for leaders, particularly educational leaders, to utilize in their development of servant leadership, in addition to arguing why Eleanor Roosevelt serves as a model to study further in the field of servant leadership. Keywords: Servant Leadership, Leadership, Educational Leadership, Eleanor Roosevelt © 2018 D. Abbott Turner College of Business. SLTP. 5(1), 13-24 Published by CSU ePress, 2017 1 Servant Leadership: Theory & Practice, Vol. 5 [2017], Iss. 1, Art. 2 14 TABORS Eleanor Roosevelt, often remembered as Franklin D. -
Home of Franklin D. Roosevelt NATIONAL HISTORIC SITE
Home of Franklin D. Roosevelt NATIONAL HISTORIC SITE. NEW YORK "This is the house in which my husband was born and brought up.... He alwl!Ys felt that this was his home, and he loved the house and the view, the woods, special trees .... " -Mrs. Franklin D. Roosevelt Franklin D. Roosevelt. 32d President of the United States was born in this home on January 30. 1882. He was the only child of James and Sara Roosevelt. Franklin Roosevelt spent much of his life here. Here Franklin-the toddler. the little boy. the young man-was shaped and grew to maturity. Here he brought his bride. Eleanor. in 1905. and here they raised their five children. From here he began his political career that stretched from the New York State Senate to the White House. Roose- velt was a State senator. 1911-13. Assistant Sec- retary of the Navy under Woodrow Wilson. 1913- 20. and unsuccessful vice-presidential candidate in 1920. Then. in 1921. he contracted infantile paralysis. During his struggle to conquer the disease he spent much time here. He refused to become an invalid and reentered politics. He was elected Governor of New York in 1928 and 1930 and President of the United States in 1932. As Governor and President. he came here as often as he could for respite from the turmoil of public life. On April 15. 1945. 3 days after his death in Warm Springs. Ga.. President Roosevelt was buried in the family rose garden. Seventeen years later. on November 10. 1962. Mrs. Roosevelt was buried beside the President. -
Aftermath : Seven Secrets of Wealth Preservation in the Coming Chaos / James Rickards
ALSO BY JAMES RICKARDS Currency Wars The Death of Money The New Case for Gold The Road to Ruin Portfolio/Penguin An imprint of Penguin Random House LLC penguinrandomhouse.com Copyright © 2019 by James Rickards Penguin supports copyright. Copyright fuels creativity, encourages diverse voices, promotes free speech, and creates a vibrant culture. Thank you for buying an authorized edition of this book and for complying with copyright laws by not reproducing, scanning, or distributing any part of it in any form without permission. You are supporting writers and allowing Penguin to continue to publish books for every reader. Library of Congress Cataloging-in-Publication Data Names: Rickards, James, author. Title: Aftermath : seven secrets of wealth preservation in the coming chaos / James Rickards. Description: New York : Portfolio/Penguin, [2019] | Includes bibliographical references and index. Identifiers: LCCN 2019010409 (print) | LCCN 2019012464 (ebook) | ISBN 9780735216969 (ebook) | ISBN 9780735216952 (hardcover) Subjects: LCSH: Investments. | Financial crises. | Finance—Forecasting. | Economic forecasting. Classification: LCC HG4521 (ebook) | LCC HG4521 .R5154 2019 (print) | DDC 332.024—dc23 LC record available at https://lccn.loc.gov/2019010409 Penguin is committed to publishing works of quality and integrity. In that spirit, we are proud to offer this book to our readers; however, the story, the experiences, and the words are the author’s alone. While the author has made every effort to provide accurate telephone numbers, internet addresses, and other contact information at the time of publication, neither the publisher nor the author assumes any responsibility for errors or for changes that occur after publication. Further, the publisher does not have any control over and does not assume any responsibility for author or third-party websites or their content. -
The Consideration of the Yalta Conference As an Executive Agreement
University of Nebraska at Omaha DigitalCommons@UNO Student Work 8-1-1973 The consideration of the Yalta Conference as an executive agreement John Brayman University of Nebraska at Omaha Follow this and additional works at: https://digitalcommons.unomaha.edu/studentwork Recommended Citation Brayman, John, "The consideration of the Yalta Conference as an executive agreement" (1973). Student Work. 372. https://digitalcommons.unomaha.edu/studentwork/372 This Thesis is brought to you for free and open access by DigitalCommons@UNO. It has been accepted for inclusion in Student Work by an authorized administrator of DigitalCommons@UNO. For more information, please contact [email protected]. THE CONSIDERATION OF THE YALTA CONFERENCE AS AN EXECUTIVE AGREEMENT A Thesis Presented to the Department of History and the Faculty of the Graduate College University of Nebraska at Omaha In Partial Fulfillment of the Requirements for the Degree Master of Arts John Brayman August, 1973 UMI Number: EP73010 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. Dissertation Publishing UMI EP73010 Published by ProQuest LLC (2015). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code ProQuest ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 THESIS ACCEPTANCE Accepted for fee facility of The Graduate College of fee University of Nebraska at Omaha, in partial fulfillment of the requirements for the degree Master of Arts, Graduate Committee: Name Departmin Chairman THE CONSITERATION GP :THS YALTA CONFERENCE AS AN EXECUTIVE AGREEMENT : The story of the Yalta Conference is a complex and a difficult one. -
The Insular Cases: the Establishment of a Regime of Political Apartheid
ARTICLES THE INSULAR CASES: THE ESTABLISHMENT OF A REGIME OF POLITICAL APARTHEID BY JUAN R. TORRUELLA* What's in a name?' TABLE OF CONTENTS 1. INTRODUCTION ............................................................................ 284 2. SETFING THE STAGE FOR THE INSULAR CASES ........................... 287 2.1. The Historical Context ......................................................... 287 2.2. The A cademic Debate ........................................................... 291 2.3. A Change of Venue: The Political Scenario......................... 296 3. THE INSULAR CASES ARE DECIDED ............................................ 300 4. THE PROGENY OF THE INSULAR CASES ...................................... 312 4.1. The FurtherApplication of the IncorporationTheory .......... 312 4.2. The Extension of the IncorporationDoctrine: Balzac v. P orto R ico ............................................................................. 317 4.2.1. The Jones Act and the Grantingof U.S. Citizenship to Puerto Ricans ........................................... 317 4.2.2. Chief Justice Taft Enters the Scene ............................. 320 * Circuit Judge, United States Court of Appeals for the First Circuit. This article is based on remarks delivered at the University of Virginia School of Law Colloquium: American Colonialism: Citizenship, Membership, and the Insular Cases (Mar. 28, 2007) (recording available at http://www.law.virginia.edu/html/ news/2007.spr/insular.htm?type=feed). I would like to recognize the assistance of my law clerks, Kimberly Blizzard, Adam Brenneman, M6nica Folch, Tom Walsh, Kimberly Sdnchez, Anne Lee, Zaid Zaid, and James Bischoff, who provided research and editorial assistance. I would also like to recognize the editorial assistance and moral support of my wife, Judith Wirt, in this endeavor. 1 "What's in a name? That which we call a rose / By any other name would smell as sweet." WILLIAM SHAKESPEARE, ROMEO AND JULIET act 2, sc. 1 (Richard Hosley ed., Yale Univ. -
How a Failed Assassination Attempt on Franklin Delano Roosevelt Ended in the Death of Anton Cermak, Mayor of Chicago
Review Article Clinics in Surgery Published: 07 Jan, 2019 How A Failed Assassination Attempt on Franklin Delano Roosevelt Ended in the Death of Anton Cermak, Mayor of Chicago Theodore N Pappas* Department of Surgery, Duke University, Durham NC, North Carolina, USA Abstract On February 15 1933, Franklin Delano Roosevelt was returning from a Florida fishing trip and passed through the Biscayne Park area of Miami to give a brief speech. The mayor of Chicago, Anton Cermak, was in Florida on vacation and planned to meet the president-elect just after the speech. Moments after Cermak and Roosevelt shook hands, several shots were fired. A 32-year-old bricklayer, Giuseppe Zangara, was attempting to assassinate Roosevelt but missed and hit Cermak and four other bystanders. Cermak was taken to Jackson Memorial Hospital where he died 19 days later. This manuscript reviews the health care provided to the mayor during those 19 days. Although the cause of death has been contested, Anton Cermak probably recovered from his gunshot wounds but died of complicated ulcerative colitis. Introduction On February 15 1933, president-elect, Franklin Delano Roosevelt (FDR), was returning from a fishing trip off Miami. He and his security detail were passing through the Biscayne Park area of Miami for an announced stop where he was to give a brief speech. At the same time the Mayor of Chicago, Anton Cermak, was on vacation in Florida and wanted to meet with the president-elect. He contacted Roosevelt’s team and was instructed to wait at the grandstand area of the Bay front Park where the president-elect would be able to meet with the mayor. -
Freedom from Fear? the Oxford American
Staddon, J. (1996) Freedom from fear? The Oxford American. Spring, pp. 103-106. Freedom from Fear? How belief in a pain-free utopia has discredited punishment and de-civilized society. by John Staddon Successful political slogans are usually phony. They succeed because they promise gain without pain, the reconcil- ing of the irreconcilable and win-win in a zero-sum world. Franklin Delano Roosevelt’s “four freedoms” are still remembered after two generations. Freedom of speech, freedom of worship, freedom from want, and freedom from fear all sound very fine, but this slogan bears scrutiny no better than others. Freedom of speech and religion are reasonable enough, perhaps. But freedom from want is problematic: Who shall define ‘want’? When does ‘want’ or ‘need’ turn into ‘wish’ and ‘desire’? And whose freedom to spend his own money shall be abridged to satisfy the presumed needs of others? But most pernicious of all is “freedom from fear,” because it seems self-evident. Punishment and the Creed of Mental Health Yet the idea that mankind could ever be free of fear is as odd as it is recent. The ancients knew the world as full of evil spirits. Sin and retribution are at the root of Judaeo-Christianity. Modern biology sees evolution as fre- quently, if not invariably, “red in tooth and claw.” But ever since Freud, a new creed, the creed of psychotherapy, has offered the prospect of mental perfection, of life not just free of evil but innocent even of the concept. The vari- eties of professional psychology and psychiatry from psychoanalysis to behaviorism, while they have argued about everything else, agree that fear can and should be banished.