The Americanization of West Virginia: Creating a Modern Industrial State, 1916-1925

Total Page:16

File Type:pdf, Size:1020Kb

The Americanization of West Virginia: Creating a Modern Industrial State, 1916-1925 University of Kentucky UKnowledge United States History History 1996 The Americanization of West Virginia: Creating a Modern Industrial State, 1916-1925 John C. Hennen University of Kentucky Click here to let us know how access to this document benefits ou.y Thanks to the University of Kentucky Libraries and the University Press of Kentucky, this book is freely available to current faculty, students, and staff at the University of Kentucky. Find other University of Kentucky Books at uknowledge.uky.edu/upk. For more information, please contact UKnowledge at [email protected]. Recommended Citation Hennen, John C., "The Americanization of West Virginia: Creating a Modern Industrial State, 1916-1925" (1996). United States History. 119. https://uknowledge.uky.edu/upk_united_states_history/119 The Americanization of West Virginia Winner of the 1995 Appalachian Studies Award The Americanization of West Virginia Creating a Modern Industrial State 1916-1925 John C. Hennen THE UNIVERSITY PRESS OF KENTUCKY Copyright © 1996 by the University Press of Kentucky Scholarly publisher for the Commonwealth, serving Bellarmine College, Berea College, Centre College of Kentucky, Eastern Kentucky University, The Filson Club, Georgetown College, Kentucky Historical Society, Kentucky State University, Morehead State University, Murray State University, Northern Kentucky University, Transylvania University, University of Kentucky, University of Louisville, and Western Kentucky University. Editorial and Sales Offices: The University Press of Kentucky 663 South Limestone Street, Lexington, Kentucky 40508-4008 Library of Congress Catalog-in-Publication Data Hennen.JohnC, 1951- The americanization of West Virginia : creating a modern industrial state, 1916-1925 /John Hennen. p. cm. Includes bibliographical references (p. ) and index. ISBN 0-8131-1960-X (cloth : alk. paper) 1. West Virginia—History—To 1950. 2. World War, 1914-1918—West Virginia. 3. Americanization. I. Title. F241.H54 1996 975.4'042—dc20 95-32714 This book is printed on acid-free recycled paper meeting the requirements of the American National Standard for Permanence of Paper for Printed Library Materials. To my mother and father Contents Acknowledgments ix List of Abbreviations xi Preface xiii Introduction 1 1 War Propoganda and the Mobilization o Public Opinion in West Virginia ,1916-1918 5 2 National and West Virginia Perspectives on Higher Education and the Delivery of War Propoganda 24 3 National and State War Bureaucracies and the American Regulatory Consensus 41 4 Postwar Strategies for Promoting Industrial Americanization, Antiradicalism, and Habits of Industry 60 5 The Political Culture of the Red Scare in West Virginia, 1919-1921 80 6 Welfare Capitalism, the American Plan-Open-shop Movement, and the Triumph of Business Unionism 99 7 Voluntary Associations and Americanization in the 1920s 119 8 The Sanctification of Industrial Americanization 135 Conclusion 148 Notes 152 Bibliography 200 Index 211 Illustrations follow page 112 Acknowledgments Although writing is in many ways a singular and lonely endeavor, it is also a cooperative exercise. I would like to acknowledge my family and friends for their constant support and encouragement not only while I worked on this book, but always. I am indebted to Christelle Venham and the staff at the West Virginia and Regional History Collection in Morgantown. The staffs at the Morrow Library at Marshall University in Huntington, the Alderman Li- brary at the University of Virginia in Charlottesville, and the West Virginia State Archives in Charleston were unfailingly conscientious and gracious. Fred Armstrong and Debra Basham at the West Virginia archives were espe- cially helpful in guiding me through the archives' photograph files. I am happy to be part of the growing list of Appalachian Studies scholars who have been well served by the professionalism of the people and the richness of the collections at these facilities. The Eberly College of Arts and Sciences at West Virginia University provided generous financial support through a teaching assistantship and a Swiger Teaching Fellowship. The Appalachian College Association lent assistance in the final stages of rewriting. The staff of the University Press of Kentucky made the editing and publication process more trouble-free than I could have imagined. My students at West Virginia University, Lindsey Wilson College, and the University of Kentucky have always renewed me when my spirits or energy have waned. I appreciate their unknowing contributions to this work and their consistently fresh, challenging, and humane perspectives on re- gional and American history. I could not have completed this project without the goodwill, friendship, and positive criticism of many colleagues. Sandra Barney, Jim Cook, Jeff Drobney, Elizabeth Fones-Wolf, Greg Good, Jerra Jen- rette, Maureen McCormick, Barbara Rasmussen, Tom Robertson, Paul Sal- strom, George Simpson, Mike Slaven, and Carol Wilson offered particularly valuable insights regarding this study, and, just as importantly, cheerful com- panionship. Thanks to colleagues who have read this work at many stages of the process. The recommendations of Dwight Billings, Ken Fones-Wolf, Jack Hammersmith, John Inscoe, Mary Lou Lustig, Gordon McKinney, John IX x Acknowledgments Remington, and John Super have made this a better work than it would otherwise have been. Any errors or inconsistencies are mine alone. Ronald L. Lewis at West Virginia University embodies the spirit of collegiality and fellowship with which countless individuals in Appalachian Studies have sustained me. Dr. Lewis's high academic standards are enhanced by his kind compassion for his students and devotion to the people of West Virginia. I cannot imagine a better mentor. Finally, my thanks to Barbara L. Laishley whose love and support have enriched my life beyond measure. Abbreviations AC The American Citizen ACA American Constitutional Association ACLU American Civil Liberties Union AFL American Federation of Labor AL American Legion CA Coal Age CCC Consolidation Coal Company Mutual Monthly Magazine CPI Committee on Public Information DA Daily Athenaeum DAR Daughters of the American Revolution HTM History Teacher's Magazine IWW Industrial Workers of the World JJC John Jacob Cornwell papers JMC James Morton Callahan papers MVHR Mississippi Valley Historical Review NAM National Association of Manufacturers NBHS National Board for Historical Service NEA National Education Association NSL National Security League NYT New York Times PT Pocahontas Times UMWA United Mine Workers of America UMWJ United Mine Workers Journal WV [Hand Book] WV Hand Book (the Blue Book) WVCD West Virginia Council of Defense WVEA West Virginia Education Association WVFWC West Virginia Federation of Women's Clubs WVH West Virginia History WVMA West Virginia Manufacturer's Association WVR West Virginia Review WVRHC West Virginia and Regional History Collection WVSJ West Virginia School Journal WVU West Virginia University WVWCTU West Virginia Woman's Christian Temperance Union Preface Not long after I decided on a title for this work, I realized that it came not from my cleverness but was unconsciously derived from "Economic Mod- ernization and the Americanization of Appalachia," a chapter in Henry Shapiro's Appalachia on our Mind.1 This debt is appropriate, since Shapiro's analysis of the creation and sustenance of an ideology of Appalachian "other- ness" is important to any inquiry into the region's relationship to the nation. And just as Shapiro states in the opening passage of his work that it is not a history of Appalachia but of the idea of Appalachia, I should tell readers that The Americanization of West Virginia is not a study of Appalachian identity. Rather it is a study of the efforts of a minority of state elites to instill in the people of West Virginia an authoritarian ideology of American identity, to secure popular devotion to a universal value system that equated the inter- ests of business to that of the nation. Many scholars have pointed out the need to address Appalachian issues in a national as well as regional context, and to reassess the idea that Appalachian problems are exceptional in character. They point to national institutional forces that have shaped the contours of regional development and suggest that the history of Appalachia is best understood in the broad context of industrial capitalist development. It is becoming more apparent that the study of recent regional history must also transcend national boundaries, taking into account the roots of modern economic globaliza- tion. Most recently Stephen L. Fisher has suggested the connection of local events to global forces. Nearly two decades ago, David Walls and Dwight Billings noted that Appalachian historians must be prepared to expand their horizons to encompass world economic structures. In 1980 Helen Lewis and Myles Horton foresaw the internationalization of Latin American and Appalachian resistance struggles in confronting transnational corporations. John Gaventa succinctly sketched the outline for the global focus in a 1987 essay in which he introduced the memorable phrase, "the Appalachianiza- tion of America."2 The Americanization of West Virginia investigates, through the case study of an industrial state in a time of rapid change, rudiments of a nationalistic xiv Preface developmental ideology geared toward insuring long-range American domi- nance of world markets. Disciples of that ideology zealously pursued legiti-
Recommended publications
  • Nancy Siraisi
    CHARLES HOMER HASKINS PRIZE LECTURE FOR 2010 A Life of Learning Nancy Siraisi ACLS OCCASIONAL PAPER, No. 67 ACLS The 2010 Charles Homer Haskins Prize Lecture was presented at the ACLS Annual Meeting in Philadelphia, PA, on May 7, 2010. © 2010 by Nancy Siraisi CONTENTS On Charles Homer Haskins iv Haskins Prize Lecturers v Brief Biography of vi Nancy Siraisi Introduction ix by Pauline Yu A Life of Learning 1 by Nancy Siraisi ON CHARLES HOMER HASKINS Charles Homer Haskins (1870-1937), for whom the ACLS lecture series is named, was the first chairman of the American Council of Learned Societies, from 1920 to 1926. He began his teaching career at the Johns Hopkins University, where he received the B.A. degree in 1887 and the Ph.D. in 1890. He later taught at the University of Wisconsin and at Harvard, where he was Henry Charles Lea Professor of Medieval History at the time of his retirement in 1931, and dean of the Graduate School of Arts and Sciences from 1908 to 1924. He served as president of the American Historical Association in 1922, and was a founder and the second president of the Medieval Academy of America (1926). A great American teacher, Charles Homer Haskins also did much to establish the reputation of American scholarship abroad. His distinction was recognized in honorary degrees from Strasbourg, Padua, Manchester, Paris, Louvain, Caen, Harvard, Wisconsin, and Allegheny College, where in 1883 he had begun his higher education at the age of 13. iv HASKINS PRIZE LECTURERS 2010 Nancy Siraisi 2009 William Labov 2008 Theodor Meron 2007 Linda Nochlin 2006 Martin E.
    [Show full text]
  • I^Igtorical ^Siisociation
    American i^igtorical ^siisociation SEVENTY-SECOND ANNUAL MEETING NEW YORK HEADQUARTERS: HOTEL STATLER DECEMBER 28, 29, 30 Bring this program with you Extra copies 25 cents Please be certain to visit the hook exhibits The Culture of Contemporary Canada Edited by JULIAN PARK, Professor of European History and International Relations at the University of Buffalo THESE 12 objective essays comprise a lively evaluation of the young culture of Canada. Closely and realistically examined are literature, art, music, the press, theater, education, science, philosophy, the social sci ences, literary scholarship, and French-Canadian culture. The authors, specialists in their fields, point out the efforts being made to improve and consolidate Canada's culture. 419 Pages. Illus. $5.75 The American Way By DEXTER PERKINS, John L. Senior Professor in American Civilization, Cornell University PAST and contemporary aspects of American political thinking are illuminated by these informal but informative essays. Professor Perkins examines the nature and contributions of four political groups—con servatives, liberals, radicals, and socialists, pointing out that the continu ance of healthy, active moderation in American politics depends on the presence of their ideas. 148 Pages. $2.75 A Short History of New Yorh State By DAVID M.ELLIS, James A. Frost, Harold C. Syrett, Harry J. Carman HERE in one readable volume is concise but complete coverage of New York's complicated history from 1609 to the present. In tracing the state's transformation from a predominantly agricultural land into a rich industrial empire, four distinguished historians have drawn a full pic ture of political, economic, social, and cultural developments, giving generous attention to the important period after 1865.
    [Show full text]
  • So Poor? 2016
    2016 THE STATE OF Working West Virginia WHY IS WEST VIRGINIA SO POOR? Overview A persistent question for those who pondered West Virginia’s fate is a simple: why, in a state rich in natural resources, are West Virginians so poor? For more than a century several explanations have been developed by natives and interested “outsiders.” This report, the ninth annual investigation of The State of Working West Virginia, comes at one of those times when national attention has been drawn to the state in the wake of the 2016 elections. In an even more unusual twist, much national discussion has focused around the conditions of our working class, an example of which is the surprise success of J.D. Vance’s Hillbilly Elegy: A Memoir of a ​ Family and Culture in Crisis. This analysis is an effort to cut through often overheated rhetoric and ​ look at the available data and at historical trends. The report begins with review of the long debate regarding the causes of West Virginia’s poverty. These have ranged from cultural explanations to those that emphasize the colonial nature of the economy. It will then proceed to look at current data, including a rigorous statistical regression analysis of the factors that contribute to the region’s poverty. It will conclude with recommendations about how to effectively address it. These are difficult times for the state, with the decline of our dominant industry and the related crisis of the state budget. We hope this effort will support the work of citizens and decision makers as we try to move forward.
    [Show full text]
  • GEOLOGIC SUMMARY of the APPALACHIAN BASIN, with REFERENCE to the SUBSURFACE DISPOSAL of RADIOACTIVE WASTE SOLUTIONS by George W
    TEI-791 UNITED STATES DEPARTMENT OF THE INTERIOR GEOLOGICAL SURVEY" GEOLOGIC SUMMARY OF THE APPALACHIAN BASIN, WITH;REFERENCE TO THE SUBSURFACE DISPOSAL OF RADIOACTIVE WASTE SOLUTIONS* By George W. Colton June 1961 Report TEI-791 This report is preliminary and ha^;not been edited for conformity with G^logical Survey format and nomenclature. ?1 ^Prepared on behalf of the U. S. Atomic Energy Commission. CONTENTS Abstract* .......................... 5 Introduction. ........................ 7 Purpose of report. ................... 7 Organization of report .................. 7 Location and extent of area. .............. Q Acknowledgments. .................... 10 Geologic framework. ..................... 10 Depositional framework ................. 10 Structural framework .................. llj. Stratigraphy. ........................ 17 Late Precambrian stratified sequence .......... 17 Early Cambrian clastic sequence. ............ 18 Thickness and depth ................ 22 Cambrian-Ordovician carbonate sequence ......... 23 Thickness and depth . , ........... 35 Late Ordovician clastic sequence ............ 35 Thickness and depth ................ Mi- Early Silurian clastic sequence. ............ kk Thickness and depth ................ 51 Silurian-Devonian carbonate sequence .......... 52 Thickness and depth ................ 62 Devonian classic sequence. ............... 63 Thickness and depth ................ 69 Mississippian sequence ................. 70 Thickness and depth ................ 79 Pennsylvanian sequence ................. 79 Waste
    [Show full text]
  • A Life of Learning Nancy Siraisi
    CHARLES HOMER HASKINS PRIZE LECTURE FOR 2010 A Life of Learning Nancy Siraisi ACLS OCCASIONAL PAPER, No. 67 The 2010 Charles Homer Haskins Prize Lecture was presented at the ACLS Annual Meeting in Philadelphia, PA, on May 7, 2010. © 2010 by Nancy Siraisi CONTENTS On Charles Homer Haskins iv Haskins Prize Lecturers v Brief Biography of vi Nancy Siraisi Introduction ix by Pauline Yu A Life of Learning 1 by Nancy Siraisi ON CHARLES HOMER HASKINS Charles Homer Haskins (1870–1937), for whom the ACLS lecture series is named, was the first chairman of the American Council of Learned Societies, from 1920 to 1926. He began his teaching career at the Johns Hopkins University, where he received the B.A. degree in 1887 and the Ph.D. in 1890. He later taught at the University of Wisconsin and at Harvard, where he was Henry Charles Lea Professor of Medieval History at the time of his retirement in 1931, and dean of the Graduate School of Arts and Sciences from 1908 to 1924. He served as president of the American Historical Association in 1922, and was a founder and the second president of the Medieval Academy of America (1926). A great American teacher, Charles Homer Haskins also did much to establish the reputation of American scholarship abroad. His distinction was recognized in honorary degrees from Strasbourg, Padua, Manchester, Paris, Louvain, Caen, Harvard, Wisconsin, and Allegheny College, where in 1883 he had begun his higher education at the age of 13. iv HASKINS PRIZE LECTURERS 2010 Nancy Siraisi 2009 William Labov 2008 Theodor Meron 2007 Linda Nochlin 2006 Martin E.
    [Show full text]
  • State of West Virginia ESEA Flexibility Request
    State of West Virginia ESEA Flexibility Request Window 3 Submitted by the West Virginia Department of Education May 13, 2013 U.S. Department of Education Washington, DC 20202 OMB Number: 1810-0581 Paperwork Burden Statement According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless such collection displays a valid OMB control number. The valid OMB control number for this information collection is 1810-0581. The time required to complete this information collection is estimated to average 336 hours per response, including the time to review instructions, search existing data resources, gather the data needed, and complete and review the information collection. If you have any comments concerning the accuracy of the time estimate or suggestions for improving this form, please write to: U.S. Department of Education, Washington, D.C. 20202-4537. ESEA Flexibility – Request For Window 3 U.S. Department of Education TABLE OF CONTENTS: ESEA FLEXIBILITY REQUEST FOR WINDOW 3 Introduction iii General Instructions iv Table of Contents 1 Cover Sheet for ESEA Flexibility Request for Window 3 3 Waivers 4 Assurances 6 Consultation 8 Evaluation 12 Overview of SEA’s ESEA Flexibility Request 13 Principle 1: College- and Career-Ready Expectations for All Students 15 Principle 2: State-Developed Differentiated Recognition, Accountability, and Support 65 Principle 3: Supporting Effective Instruction and Leadership 132 ii West Virginia ESEA Flexibility Request – May 13, 2013 ESEA Flexibility – Request For Window 3 U.S. Department of Education INTRODUCTION The U.S. Department of Education (Department) is offering each State educational agency (SEA) the opportunity to request flexibility on behalf of itself, its local educational agencies (LEAs), and its schools, in order to better focus on improving student learning and increasing the quality of instruction.
    [Show full text]
  • West Virginia Open History Compiled by Bob Baker
    West Virginia Open History Compiled by Bob Baker 1933: Johnny Javins, the pro at Edgewood Country Club in Charleston, defeated pro I. C. ""Rocky''' Schorr of Bluefield Country Club in an 18-hole playoff at Kanawha Country Club in South Charleston to win the first West Virginia Open. Javins shot a 76 in the playoff while Schorr had an 82. They agreed to split first and second place money but Javins got the trophy donated by George C. Weimer of St. Albans. Javins and Schorr had tied after 72 holes of medal play with 302 scores. Schorr held a five-stroke lead over the field and an 11-stroke edge over Javins after two rounds but faltered on the second 36-hole day. Schorr's troubles started when he took a nine on the par-four third hole, needing five strokes to get out of a trap. Javins began his comeback with a 69 in the third round to pick up all 11 strokes on Schorr. The West Virginia Professional Golfers Association was formed in a meeting a month before the tournament, with Schorr the first president. Leaders by rounds: first, Schorr 72, by one; second, Schorr 147, by five; third, Javins and Schorr, 227s. Johnny Javins, Charleston 80-78-69-75--302 I. C. Schorr, Bluefield 72-75-80-75--302 Rader Jewett, Wheeling 81-73-77-77--308 a-Alex Larmon, Charleston 86-77-73-72--308 A. J. Chapman, Wheeling 81-82-75-74--312 Gordon Murray, Charleston 80-81-72-80--313 Kermit Hutchinson, Charleston 75-85-76-78--314 Joe Fungy, Martinsburg 73-79-80-83--315 B.
    [Show full text]
  • John R. Mcneill University Professor Georgetown University President of the American Historical Association, 2019 Presidential Address
    2020-President_Address.indd All Pages 14/10/19 7:31 PM John R. McNeill University Professor Georgetown University President of the American Historical Association, 2019 Presidential Address New York Hilton Trianon Ballroom New York, New York Saturday, January 4, 2020 5:30 PM John R. McNeill By George Vrtis, Carleton College In fall 1998, John McNeill addressed the Georgetown University community to help launch the university’s new capital campaign. Sharing the stage with Georgetown’s president and other dignitaries, McNeill focused his comments on the two “great things” he saw going on at Georgetown and why each merited further support. One of those focal points was teaching and the need to constantly find creative new ways to inspire, share knowledge, and build intellectual community among faculty and students. The other one centered on scholarship. Here McNeill suggested that scholars needed to move beyond the traditional confines of academic disciplines laid down in the 19th century, and engage in more innovative, imaginative, and interdisciplinary research. Our intellectual paths have been very fruitful for a long time now, McNeill observed, but diminishing returns have set in, information and methodologies have exploded, and new roads beckon. To help make his point, McNeill likened contemporary scholars to a drunk person searching for his lost keys under a lamppost, “not because he lost them there but because that is where the light is.” The drunk-swirling-around-the-lamppost metaphor was classic McNeill. Throughout his academic life, McNeill has always conveyed his ideas in clear, accessible, often memorable, and occasionally humorous language. And he has always ventured into the darkness, searchlight in hand, helping us to see and understand the world and ourselves ever more clearly with each passing year.
    [Show full text]
  • Pgasrs2.Chp:Corel VENTURA
    Senior PGA Championship RecordBernhard Langer BERNHARD LANGER Year Place Score To Par 1st 2nd 3rd 4th Money 2008 2 288 +8 71 71 70 76 $216,000.00 ELIGIBILITY CODE: 3, 8, 10, 20 2009 T-17 284 +4 68 70 73 73 $24,000.00 Totals: Strokes Avg To Par 1st 2nd 3rd 4th Money ê Birth Date: Aug. 27, 1957 572 71.50 +12 69.5 70.5 71.5 74.5 $240,000.00 ê Birthplace: Anhausen, Germany êLanger has participated in two championships, playing eight rounds of golf. He has finished in the Top-3 one time, the Top-5 one time, the ê Age: 52 Ht.: 5’ 9" Wt.: 155 Top-10 one time, and the Top-25 two times, making two cuts. Rounds ê Home: Boca Raton, Fla. in 60s: one; Rounds under par: one; Rounds at par: two; Rounds over par: five. ê Turned Professional: 1972 êLowest Championship Score: 68 Highest Championship Score: 76 ê Joined PGA Tour: 1984 ê PGA Tour Playoff Record: 1-2 ê Joined Champions Tour: 2007 2010 Champions Tour RecordBernhard Langer ê Champions Tour Playoff Record: 2-0 Tournament Place To Par Score 1st 2nd 3rd Money ê Mitsubishi Elec. T-9 -12 204 68 68 68 $58,500.00 Joined PGA European Tour: 1976 ACE Group Classic T-4 -8 208 73 66 69 $86,400.00 PGA European Tour Playoff Record:8-6-2 Allianz Champ. Win -17 199 67 65 67 $255,000.00 Playoff: Beat John Cook with a eagle on first extra hole PGA Tour Victories: 3 - 1985 Sea Pines Heritage Classic, Masters, Toshiba Classic T-17 -6 207 70 72 65 $22,057.50 1993 Masters Cap Cana Champ.
    [Show full text]
  • Paradise Reclaimed: the End Of
    PARADISE RECLAIMED: THE END OF FRONTIER FLORIDA AND THE BIRTH OF A MODERN STATE, 1900-1940 by SCOTT A. SUAREZ KARI FREDERICKSON, COMMITTEE CHAIR JEFFREY MELTON GEORGE RABLE JOSHUA ROTHMAN LISA DORR A DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of History in the Graduate School of The University of Alabama TUSCALOOSA, ALABAMA 2016 Copyright Scott A. Suarez 2016 ALL RIGHTS RESERVED ABSTRACT The question of whether Florida remained a frontier region well into the twentieth century is examined. For the purposes of this study, the concept of a frontier is not based on geography, but on social perception and infrastructural development. Specific areas of interest include disease prevention, the development of roads and railroads, promotional literature, and advertising as a state sponsored business. Data gathered in pursuit of these questions comes from a variety of sources. A broad selection of Florida newspapers are combined with a detailed examination of the papers of several governors, a selection of prominent businessmen and boosters, and the personal recollections of individuals interviewed by the Works Progress Administration. Also included are travel accounts, promotional publications by individual towns and cities, and a selection of photographs and illustrations from the era. There are several limitations on the depth of the research, primarily due to the loss of materials in several disasters, both man-made and natural. The WPA also interviewed only a handful of individuals, resulting in a rather meager selection of recollections. The ultimate conclusion is that Florida was very much a frontier, both physically and psychologically, until the Great Depression of the 1930s.
    [Show full text]
  • Lesson 7: the Battles of Matewan and Blair Mountain Objectives: in This
    Lesson 7: The Battles of Matewan and Blair Mountain Objectives: ● In this lesson, the students will develop an understanding of the underlying causes of the Battles of Matewan and Blair Mountain. ● In an interactive role-play with maps and historic accounts, students will be interjected into making a tough decision: should they join the march on Blair Mountain or sit it out? Students will weigh the options. Materials Needed: ● Historical background student handout ● Guiding questions student handout Activity 1: Warm Up (Synchronous) Distribute the handout with the background on the story of the Battle of ​ Matewan and the murder of Sid Hatfield. Ask students to read it, silently, and think about how they would react if they were the miners and their families at Paint Creek and Cabin Creek. Having role-played these characters in previous lessons, encourage them to put themselves in the participants’ shoes in thinking about how they might feel during this event. (Asynchronous) Distribute the handout with the background on the story of the Battle of ​ Matewan and the murder of Sid Hatfield. Ask students to read it, silently, and think about how they would react if they were the miners and their families at Paint Creek and Cabin Creek. Having role-played these characters in previous lessons, encourage them to put themselves in the participants’ shoes in thinking about how they might feel during this event. Activity 2: (Synchronously) 1. Instruct students to read the description of the miners beginning to assemble at Marmet to march on Blair. Explain the points in favor of marching to Mingo armed versus those against, including the resistance being planned by Don Chafin in Logan County.
    [Show full text]
  • Equity Forward's Sunshine Guide: a Toolkit for State-Level Public
    Equity Forward’s Sunshine Guide: A Toolkit for State-Level Public Records Research [email protected] Table of Contents Preface 5 Who We Are 5 How This Guide Came to Be 6 Public Records Research: Why Do It? 7 Examples of Success from Equity Forward’s State-Level Public Records Research 8 How to Write a Public Records Request Letter 10 Sample Public Records Request Letter 11 Tracking Public Records 13 Why, How, and When to Follow Up 13 Obstacles and How to Deal with Them 14 Reviewing Records Received 15 How to Use Findings from Public Records Research 15 Toolkit: Templates for Download 16 Request Letter Template 16 Tracking Spreadsheet Template 16 Report Template for Reviewing Records 16 Additional State FOIA Resources 16 State-Specific Submission Guidelines 17 Alabama 19 Alaska 20 Arizona 21 Arkansas 22 California 23 Colorado 24 Connecticut 25 District of Columbia 26 Delaware 27 EQUITY FORWARD SUNSHINE GUIDE 2 Florida 28 Georgia 29 Hawaii 30 Idaho 31 Illinois 32 Indiana 33 Iowa 34 Kansas 35 Kentucky 36 Louisiana 37 Maine 38 Maryland 39 Massachusetts 40 Michigan 41 Minnesota 42 Mississippi 43 Missouri 44 Montana 45 Nebraska 46 Nevada 47 New Hampshire 48 New Jersey 49 New Mexico 50 New York 51 North Carolina 52 North Dakota 53 Ohio 54 Oklahoma 55 Oregon 56 Pennsylvania 57 Rhode Island 58 EQUITY FORWARD SUNSHINE GUIDE 3 South Carolina 59 South Dakota 60 Tennessee 61 Texas 62 Utah 63 Vermont 64 Virginia 65 Washington 66 West Virginia 67 Wisconsin 68 Wyoming 69 Acknowledgements 70 EQUITY FORWARD SUNSHINE GUIDE 4 Preface Who We Are Equity Forward, founded in 2017, is a watchdog project that seeks to ensure transparency and accountability among anti-reproductive health groups and individuals.
    [Show full text]