Hugh Macrae and the Idea of Farm City Race, Class, And
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Quaker Thought and Life Today
Quaker Thought and Life Today JUNE 1, 1964 NUMBER 11 .. Quakerism and Creed by Alfred S. Roberts, Jr. f!l, U A.KERISM cannot The Pursuit of Truth in a Quaker prove that there is that of God in every man; it can only College say that when men behave as by Homer D. Babbidge, Jr. though there were, the weight of evidence amply justifies the belief. It cannot prove that love will solve all problems; it can only note that love has The Civil Rights Revolution a much better record than by John De J. Pemberton, Jr. hate. -CARL F. WISE The Little Ones Shall Lead Them by Stanley C. Marshall THIRTY CENTS $5.00 A YEAR ' ' Letter from Costa Rica-Letter from the Past . • 242 FRIENDS JOURNAL June 1, 1964 FRIENDS JOURNAL UNDER THE RED AND BLACK STAR AMERICAN FRIENDS SERVICE COMMITTEE Lucky Money *HE newest project of the AFSC's Children's Program T is the Happiness Holiday Kit, which gives basic in formation about the Committee's Hong Kong day nurs ery. The Kit contains, along with other materials, bright red and gold envelopes for "Lucky Money" to assist the Published semimonthly, on the first and fifteenth of each month, at 1515 Cherry Street, Philadelphia, Pennsylvania Quakers in their work with Hong Kong children and 19102, by Friends Publlshlng Corporation (LO 3-7669). mothers. This project, launched in the fall of 1963, al FRANCES WILLIAMS BROWIN Editor ready has brought in more than $3000 for the AFSC's ETHAN A. NEVIN WILLIAM HUBBEN Assistant Editor Contributing Editor work in Hong Kong. -
Foreword Missouri Has a History of Diversity in Geography, the Economy, Culture and People
Foreword Missouri has a history of diversity in geography, the economy, culture and people. The state is well known for its ability to adapt to the changes required to accommodate this diversity. Among the changes that are occurring is the influx of immigrants from around the world. The changing of the colors of Missouri is, once again, providing a set of challenges to respond to. The most notable change in the faces and colors of Missouri in recent years is the increase of Latino and Hispanic peoples in both rural and urban areas. These new Missourians are contributing significantly to the local and state economy as well as to the social progress of the state. Because these new immigrants speak a different language and represent different cultures and values, we need to acknowledge and welcome their contributions and make an extra effort to weave and integrate them into the rich societal tapestry that results from such a change. Sylvia Lazos and Stephen Jeanetta together have studied and documented the current status of Latino and Hispanic people in the state. This critical and most timely research effort identifies the important issues that businesses, social services and community agencies need to consider in developing appropriate public policy issues that should be addressed. I urge you to use the knowledge included in this monograph to help create a Missouri that values each person and affords the equality of opportunity and individual rights that each person deserves. This is the right thing to do. Manuel Pacheco President University of Missouri-Columbia MU Extension, University of Missouri-Columbia 1 2 Cambio de Colores Contents Executive Summary ......................................................................................................................... -
For All the People
Praise for For All the People John Curl has been around the block when it comes to knowing work- ers’ cooperatives. He has been a worker owner. He has argued theory and practice, inside the firms where his labor counts for something more than token control and within the determined, but still small uni- verse where labor rents capital, using it as it sees fit and profitable. So his book, For All the People: The Hidden History of Cooperation, Cooperative Movements, and Communalism in America, reached expectant hands, and an open mind when it arrived in Asheville, NC. Am I disappointed? No, not in the least. Curl blends the three strands of his historical narrative with aplomb, he has, after all, been researching, writing, revising, and editing the text for a spell. Further, I am certain he has been responding to editors and publishers asking this or that. He may have tired, but he did not give up, much inspired, I am certain, by the determination of the women and men he brings to life. Each of his subtitles could have been a book, and has been written about by authors with as many points of ideological view as their titles. Curl sticks pretty close to the narrative line written by worker own- ers, no matter if they came to work every day with a socialist, laborist, anti-Marxist grudge or not. Often in the past, as with today’s worker owners, their firm fails, a dream to manage capital kaput. Yet today, as yesterday, the democratic ideals of hundreds of worker owners support vibrantly profitable businesses. -
Kindergarten the World Around Us
Kindergarten The World Around Us Course Description: Kindergarten students will build upon experiences in their families, schools, and communities as an introduction to social studies. Students will explore different traditions, customs, and cultures within their families, schools, and communities. They will identify basic needs and describe the ways families produce, consume, and exchange goods and services in their communities. Students will also demonstrate an understanding of the concept of location by using terms that communicate relative location. They will also be able to show where locations are on a globe. Students will describe events in the past and in the present and begin to recognize that things change over time. They will understand that history describes events and people of other times and places. Students will be able to identify important holidays, symbols, and individuals associated with Tennessee and the United States and why they are significant. The classroom will serve as a model of society where decisions are made with a sense of individual responsibility and respect for the rules by which they live. Students will build upon this understanding by reading stories that describe courage, respect, and responsible behavior. Culture K.1 DHVFULEHIDPLOLDUSHRSOHSODFHVWKLQJVDQGHYHQWVZLWKFODULI\LQJGHWDLODERXWDVWXGHQW¶V home, school, and community. K.2 Summarize people and places referenced in picture books, stories, and real-life situations with supporting detail. K.3 Compare family traditions and customs among different cultures. K.4 Use diagrams to show similarities and differences in food, clothes, homes, games, and families in different cultures. Economics K.5 Distinguish between wants and needs. K.6 Identify and explain how the basic human needs of food, clothing, shelter and transportation are met. -
HS, Tennessee History, Quarter 1
2021 - 2022, HS, Tennessee History, Quarter 1 Students begin a yearlong study of Tennessee history, culture, economics, and geography by examining the units of Indigenous Peoples of Tennessee, The Struggle for Tennessee’s Frontier, From Territory to Statehood, and Tennessee’s Coming of Age. This course complies with T.C.A. § 49-6-1006 and T.C.A. § 49-6-1011. Tennessee State Standards and Learning Expectations Indigenous Peoples of Tennessee – c. 10,000 BC - AD 1500s TN.01 Describe changes in life in the Tennessee region from the late ice age through the Archaic period. (C, G, H) • Describe life in the Tennessee region from the late ice age through the Archaic period. TN.02 Compare and contrast features of life in the Tennessee region during the Woodland and Mississippian periods. (C, E, G, H, P) • Identify settlements and describe the culture in the Tennessee region during Woodland and Mississippian periods. TN.03 Analyze the customs and traditions of American Indians located in the Tennessee region prior to European contact, including: (C, E, G, H, P) • Cherokee • Iroquois • Chickasaw • Shawnee • Creek • Compare and contrast the pre-colonial American Indian tribes residing in Tennessee prior to statehood. • Locate the pre-colonial American Indian tribes residing in Tennessee prior to statehood. TN.04 Describe the impact of European exploration in the Tennessee region, including the significance of Christopher Columbus, Hernando de Soto, and Juan Pardo. (C, G, H) • Describe the impact of European exploration in the Tennessee region. • Create a map tracing the route of Columbus, de Soto, and Pardo. The Struggle for Tennessee’s Frontier – 1600s - 1700s TN.05 Describe the influx of British and French settlers and fur traders in the Tennessee region and their impact on American Indian tribes. -
Lawrence Tyson Table of Contents
Lawrence Tyson Table of Contents Pages 1. Content Essay 2-3 2. Student Activity 4-5 Lawrence Tyson Essential Question: What role did Lawrence Tyson play in World War I? Lawrence Tyson was born in North Carolina on July, 4, 1861. Tyson graduated from West Point in 1883 and served in various western territories while fighting Geronimo. Tyson married Bettie McGhee of Knoxville, TN and took a position as a professor of military science at the University of Tennessee. In 1895, Tyson resigned his position and became an attorney in Knoxville. During the Spanish-American war, Tyson served as colonel of the Sixth Regiment U.S. Volunteer Infantry. Tyson recruited men from Tennessee and Kentucky to serve in Puerto Rico. Tyson was mustered out of service in 1899 with the rank of brigadier general. In 1917, at the age of fifty, Tyson once again volunteered for service in World War I. Tyson was given command of the 59th Brigade of the 13th National Guard Division at Calais. They were the first American troops to enter Belgium in July 1918. In September, the 13th Division was at the Somme and with help from British troops attacked the Hindenburg line of defenses. The Americans managed to move across three trench lines despite a heavy fog. They captured 1500 enemy soldiers. The Nashville Banner claimed that the 59th Brigade, commanded by Tyson, were the first to cross and therefore the first to break the Hindenburg line. The brigade suffered 1,879 casualties. Nine men from the brigade received Medals of Honor and Tyson received the Distinguished Service Medal. -
CLASS, RACE, and PRIVILEGE
BRIDGING SOCIAL AND CULTURAL DIVIDES Life in Cooperative Culture Spring 2018 • Issue #178 CLASS, RACE, and PRIVILEGE Barriers to Diversity White Bias, Black Lives Class-Harmony Community Confronting Cultural Appropriation Combating Racism, One Community at a Time FIND YOUR PURPOSE FIND YOUR PLACE In One of Over a Dozen Rural and Urban Communities Across North America Lifesharing communities www.camphill.org Lifechanging service 3 COMMUNITIES Number 178 Issue #178 Spring 2018 CLASS, RACE, AND PRIVILEGE 6 Our Commitment to Social Justice Publisher’s Note by Sky Blue 7 Communities: An Experimental Shift to Gift Economy and Open Source Information Accountant’s Note by Kim Scheidt 8 Undressing and Addressing the Elephant in the Room Notes from the Editor by Chris Roth 10 Beauty and Brokenness: Digesting Grief into Gratitude for Justice Ridhi D’Cruz A child of the Indian middle class immerses herself in the grassroots sustainability movement in Portland, Oregon and shares lessons learned on her journey. 13 Moving Beyond Diversity Towards Collective Liberation: Weaving the Communities Movement into Intersectional Justice Struggles Deseree Fontenot The co-organizer of the People of Color Sustainable Housing Network shares strategies for deepening your community’s work on issues of race, class, and privilege. 15 On “Waiting” for People of Color ON THE COVER Michael Brickler On the land where his grandfather was born a slave, the founder of a nascent intentional community reflects on the challenges of attracting people of color, and the project’s next steps. 17 Moving Beyond White Fragility: Lessons from Standing Rock Murphy Robinson Bonded by a shared mission, indigenous water protectors and their white allies find a safe space for giving and receiving honest feedback about white privilege and unconscious acts of racism. -
Warrior Knowledge
University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Air Force ROTC Program Publications and Other Works Air Force ROTC Program 2-2011 Warrior Knowledge Air Force ROTC Det. 800 University of Tennessee Follow this and additional works at: https://trace.tennessee.edu/utk_rotcairfpubs Recommended Citation Air Force ROTC Det. 800 and University of Tennessee, "Warrior Knowledge" (2011). Air Force ROTC Program Publications and Other Works. https://trace.tennessee.edu/utk_rotcairfpubs/1 This Report is brought to you for free and open access by the Air Force ROTC Program at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Air Force ROTC Program Publications and Other Works by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. University of Tennes- see and AFROTC Det. 800 Current as of: 7 February 2011 Volunteer Today . Leader Tomorrow! 1 Introduction iii 1. Early University of Tennessee History 1 2. Becoming the State University 3 3. The University of Tennessee Today 5 4. Our Traditions 7 5. Early Tennessee Military History 9 6. After the Civil War 14 7. East Tennessee Medal of Honor Recipients 16 8. Early Military Tradition of UT 17 9. Military at UT After the Civil War 18 10. World War I to World War II 21 11. AFROTC at the University of Tennessee 25 12. AFROTC Detachment 800 Commanding Officers 27 13. Warrior Knowledge 28 13.1. Core Values 28 13.2. Honor Code 28 13.3. Air Force Mission 28 13.4. Airman’s Creed 30 13.5. -
WORLD WAR I and the UPPER CUMBERLAND “Cumberland
WORLD WAR I AND THE UPPER CUMBERLAND “Cumberland Tales” By Michael Birdwell Herald-Citizen, Cookeville, TN: Sunday, November 4, 2018 When the United States declared war on Germany April 6, 1917, the war seemed of little consequence to many in the Upper Cumberland, though the war would have significant impact on the region even before the United States entered the fray. First of all, the war caused a serious depletion of life and resources in Europe and both belligerents looked to America for resources. Both sides needed coal to fuel their war machines, causing the mines in Fentress, Putnam, Overton, Scott, Morgan, Roane, Campbell and Anderson Counties to enjoy a boom economy during the war. In fact, the war created the largest demand for Cumberland coal in the industry’s short life. Upper Cumberland citizens played a significant role in the war. Crossville native George Ashburn was the first doughboy wounded in action. The duty of carrying out the draft fell to individual states, though it was overseen by a staff in Washington. The man in charge of the draft for the entire state of Tennessee and the Southeastern region of the United States was none other than Tennessee Central Railroad’s vice president Maj. Rutledge Smith of Cookeville. He was the only man in the country to oversee both military and civilian mobilization. Dividing his time between Washington, training camps and the states in his territory, Smith tried to administer the draft fairly. With the help of his formidable wife, Graeme McGregor Smith, he spearheaded war-related work on the homefront, rationing, and morale building. -
CONGRESSION All RECORD-SEN
1929 CONGRESSION All RECORD-SEN ATE 4041 gathered one-half of the crop in my State or in any other State to be a correet and accurate report of the number of bales of American in the Southeast. cotton ginned this season up to September 23 ; and Here is a report made on Monday morning last, September Whereas when complaint was made that the ginners' report given 23, showing 727,988 bales of cotton ginned in my State, which out for publication by the Bureau of the Census on that date was not would be more than two-thirds, or roughly three-fourths, of the justified by the facts regarding the actual number of bales of cotton entire number of bales that the State could hope to · produce ginned up to September 23, the Bureau of the. Census admitted that its under existing conditions. A scapegoat is found, just as one 1s report published on September 23 contained figures showing 300,000 always found, by the Census Bureau. Somebody has made a bales more of cotton ginned up to that date than the Government clerical error. But here is the bureau handling cotton sta figures justified; and tistics. It has been engaged for many years in estimating and Whereas said incorrect and misleading ginners' report resulted in in furnishing the reports and in making public the number of depressing the price of cotton : Therefore be it bales of cotton ginned up to and including certain dates. That Resolved, That the Bureau o! the Census is hereby requested to give bureau or the men in it are supposed to know something about to the Senate all the information that it has as to why and how the the commodity on which they are reporting. -
Sustainability and Utopianism: an Ethnography of Cultural Critique In
SUSTAINABILITY AND UTOPIANISM: AN ETHNOGRAPHY OF CULTURAL CRITIQUE IN CONTEMPORARY INTENTIONAL COMMUNITIES by JOSHUA PETER LOCKYER (Under the Direction of Peter Brosius) ABSTRACT Intentional community building is a phenomenon of socio-cultural resistance with a deep, cross-cultural history. It has been most prevalent in the nations of the Global North where people have sought ways to respond to changes wrought by the development of industrial capitalist political economies. In intentional communities, they have responded by joining together to live according to values different from those of the predominant society, to create small-scale cooperative or communal political economic institutions and alternative production and consumption rationalities. Interdisciplinary scholars have typically described intentional communities as utopian in nature, but they have disagreed with regards to the transformative potential of such utopian undertakings, their ability to successfully achieve the goals they set for themselves and their utility as sites for social science research. This research builds on recent theorizations of intentional communities to suggest that they are of increasing relevance to contemporary social and environmental problems and of increasing utility to social scientists wishing to engage with potential solutions to those problems. Most prominently, it empirically tests a recent conceptualization of intentional communities as explicit forms of cultural critique similar to the cultural critiques implicit in much of anthropological -
Here Are Current Standards for 4Th
Here are current standards for 4th, 5th, 8th, and high school--Items missing in new draft standards for the required curriculum for Tennessee History and Primary Sources are highlighted Fourth Grade The History of America (to 1850) Settling the Colonies to The 1700s Explain the impact of individuals who created interest in land west of the Appalachian Mountains, including: (C, E, G, TN) • long hunters • Daniel Boone-Wilderness Road • Thomas Sharpe Spencer • William Bean • Dr. Thomas Walker Primary Documents and Supporting Texts to Read: Excerpts from John Smith’s Starving Time, excerpts from Bradford’s Of Plymouth Plantation Primary Documents and Supporting Texts to Consider: excerpts from the Mayflower Compact; excerpts from the Fundamental Orders of Connecticut The War for Independence (1760-1789) Write a short summary of the events of Tennessee’s first settlement and settlers, including the Watauga Purchase, Watauga Compact, Little Carpenter, and Dragging Canoe. (H, P, TN) Explain using supporting details how the Revolution affected the Watauga Settlement, including: (P, TN) • Washington District • Cherokee War of 1776 • Nancy Ward • John Sevier • Watauga Petitions Explain the purpose and obstacles in creating the new Cumberland Settlement, including: (G, TN) • Richard Henderson • James Robertson • John Donelson • salt licks 1 • severe winter and river travel • Transylvania Purchase • Cumberland Compact • Battle of the Bluffs Primary Documents and Supporting Texts to Read: Declaration of Independence; excerpts from “Give Me Liberty