ETHJ Vol-29 No-1
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Journal of the Lycoming County Historical Society, 1970-71 Winter
40 T HE JO URNAL THEMUSEUM H 0 P Unique Gifts of Significance contemporary crafts Roesen note stationery copper miniatures decorative tiles authentic indian artifacts THE jigsaw puzzles postcards JOURNAL historical literature OFTHE Lycoming County Historical Society VOLUME Vll WINTER-SPRING NUMBER ONE 1970-1971 JOU R NAL MUSEUM STAFF of the Director John W. Strawbri.Ige lll LYCO-MING COUNTY HISTORICAL SOCIETY Ad till s native Aides Mrs. Anne Gstalder P7ibtisbed Semi-AI I ilalLy in Willia7nsPo , Pel I STtuania Mrs. Jean Laylon Museum Office 858 West Fourth Street PreParatol' alza Exhibits Custodian Elmer D. Geurdes,Jr Telephone (Area Code 717) 326-3326 Brfilding Cr4.stodial Ralph Wikstrom BOARD OF TRUSTEES freq ElTfollee Thomas Fuller CARL H. SIMON, PRESIOENT A. F. KEIGHLEY RALPH R. CRANMER, TREASURER WILLIAM E. NICHOLS, JR., ESQ. WALTER J. HEIM DONALD M. CARSON, MICHAEL LAGANA CURRENT SOCIO'IY PRESIDENT MUSEUM VOLUNTEER STAFF BOARD OFGOVERNORS GeneaLogist Mrs. Donald M. Carson [)ONALD M. CARSON, PRESIDENT EDWARD J. DIJRRWACHTER, 3RD VICE PRES. TI{OMAS T. FABER, IST. VICE PRES. MRS. DONA].D M. CA]ISON, SECRETARY Registfa Mrs. Robert Marshall JAMES P. BjiESSI.ER,2NO VICE PRES. HAROLD B. TAYLOR, TREASURER Catalog C07rLmittee Miss June Foresman, Chairman Miss Ethel Ertel 1969-1971 TERM 1970-1971 TERM 1970-1972TERM Mrs. Frederick Snell MRS. JOHN W. LINDEMUTH PAUL G. GILMORE ANDREW K. GRUGAN Mrs. Fi:ed Foresman MRS. EDIT]] L. WRIGHT LORING B. PRIEST Fine Arts Program?LCop}7nittee Dr. June E. Baskin, Chairman MRS. AH.AN N '. YOUNG, JR. MR. JOHN W. BITNER Andrew K. Grugan SAMUEL J. DORNSIFE C)relation M2{sezl?l} Mrs. -
Mexican Texas to Independence
LESSON 8 SOCIAL STUDIES TEKS 4 - 3, 14, 21, 22, 23 TEXAS ALMANAC TEACHERS GUIDE 7 - 1, 2, 3, 21, 22, 23 Mexican Texas to Independence 8 - 6, 29, 30 STAAR • Texas, 1821–1833 4, 7 - Writing - 1, 2, 3 • Prelude to Revolution 4, 7, 8 - Reading - 1, 2, 3 • Winning Independence 8 - Social Studies - 1 INSTRUCTIONAL SUGGESTIONS 1. COLONIST DIARY: Using the “Texas, 1821–1833” section of “A Brief Sketch of Texas History” in the Texas Almanac, students will develop a diary of a colonist. Topics should include (a) why he or she came to Texas, (b) tasks to be completed, (c) weaknesses of Mexican colonial policy, and (d) disagreements with the Mexican government. 2. MYSTERY PICTURE PUZZLE: Students will complete the History Mystery Picture Puzzle using the “Prelude to Revolution” and “Winning Independence” sections of “A Brief Sketch of Texas History.” They should read each statement and determine if it is true or false. If it is true, connect the numbers indicated by the “T.” If it is false, connect the numbers indicated by the “F.” If the answers are correct, students will easily recognize the mystery picture that emerges. 3. TEXAS REVOLUTION CALENDAR: Using the “Winning Independence” section of “A Brief Sketch of Texas History,” students will locate each dated historical event and place it on the Texas Revolution Calendar. 4. INDEPENDENCE ILLUSTRATION: Students will illustrate the journey of Texas toward in- dependence by creating a Texas Independence Highway, using the “Winning Independence” section. Working in small groups, students will construct the highway on large sheets of paper. -
Direct Browse Links for Books at Accessible Archives
Direct Browse Links for Books at Accessible Archives Please note: The links here are suitable for any institution with IP (Internet Protocol) access to Accessible Archives. If you have obtained an individual subscription, it will be necessary to include your User Name and Password in the URLs in order for your access to be properly authenticated as shown below. Individual Subscriber Links If you have an individual or personal subscription to Accessible Archives, please include your User Name and Password in the URLs in order for your access to be properly authenticated. Simply insert the following string after the question mark (?): userId=[User Name]password=[Password] For example: https://www.accessible.com/accessible/[email protected]=abcd1234Browse=BI0000003 Page 1 of 278 American County Histories AK ALASKA AN EMPIRE IN THE MAKING. https://www.accessible.com/accessible/preLog?Browse=BAK000101 EARLY DAYS ON THE YUKON & THE STORY OF ITS GOLD FINDS. https://www.accessible.com/accessible/preLog?Browse=BAK000505 HANDBOOK OF ALASKA: ITS RESOURCES, PRODUCTS, AND ATTRACTIONS. https://www.accessible.com/accessible/preLog?Browse=BAK000102 NOME AND SEWARD PENINSULA: HISTORY, DESCRIPTION, BIOGRAPHIES AND STORIES. https://www.accessible.com/accessible/preLog?Browse=BAK000503 NOME NUGGETS: SOME OF THE EXPERIENCES OF A PARTY OF GOLD SEEKERS IN NORTHWESTERN ALASKA IN 1900. https://www.accessible.com/accessible/preLog?Browse=BAK000502 STORIES AND FACTS OF ALASKA: A WONDERFUL BOOK OF FASCINATING AND SURPRISING INFORMATION OF ALASKA'S VAST RESOURCES; A TRAVELERS GUIDE TO THE GOLD MINES, THE FARMING VALLEYS, THE COAL AND OIL FIELDS, AND THE DIFFERENT ROUTES TO ALASKA, AND COSTS OF TRIPS. -
The Story of the Holland House
East Texas Historical Journal Volume 9 Issue 2 Article 5 10-1971 Home of Heroes: The Story of the Holland House Cecil E. Burney Follow this and additional works at: https://scholarworks.sfasu.edu/ethj Part of the United States History Commons Tell us how this article helped you. Recommended Citation Burney, Cecil E. (1971) "Home of Heroes: The Story of the Holland House," East Texas Historical Journal: Vol. 9 : Iss. 2 , Article 5. Available at: https://scholarworks.sfasu.edu/ethj/vol9/iss2/5 This Article is brought to you for free and open access by the History at SFA ScholarWorks. It has been accepted for inclusion in East Texas Historical Journal by an authorized editor of SFA ScholarWorks. For more information, please contact [email protected]. , EAST TEXAS HISTORICAL JOURNAL 109 HOME OF HEROES The Story of the Holland House CECIL E. BURNEY About three and one-half miles out of Anderson on the Anderson-Navasota Highway is what is believed to be one of the oldest Anglo houses in Texas-the Francis Holland House. Dating from the earliest days of Stephen F. Austin's Old Three Hundred, the house has been the scene of more tragedy than triumph. Stra tegically located on the early immigrant trails, the dwelling was a place of hospi • tality for early colonists as they headed toward the La Bahia cros..'ling of the Brazos River and down to San Felipe de Austin. It was a gathering place for colonists as they came to cast their votes for officers in the Austin Colony. During the spring of 1834, as dreaded cholera crept up the Brazos, disease almost wiped out all of the residents of the house. -
Stephen F. Austin and the Empresarios
169 11/18/02 9:24 AM Page 174 Stephen F. Austin Why It Matters Now 2 Stephen F. Austin’s colony laid the foundation for thousands of people and the Empresarios to later move to Texas. TERMS & NAMES OBJECTIVES MAIN IDEA Moses Austin, petition, 1. Identify the contributions of Moses Anglo American colonization of Stephen F. Austin, Austin to the colonization of Texas. Texas began when Stephen F. Austin land title, San Felipe de 2. Identify the contributions of Stephen F. was given permission to establish Austin, Green DeWitt Austin to the colonization of Texas. a colony of 300 American families 3. Explain the major change that took on Texas soil. Soon other colonists place in Texas during 1821. followed Austin’s lead, and Texas’s population expanded rapidly. WHAT Would You Do? Stephen F. Austin gave up his home and his career to fulfill Write your response his father’s dream of establishing a colony in Texas. to Interact with History Imagine that a loved one has asked you to leave in your Texas Notebook. your current life behind to go to a foreign country to carry out his or her wishes. Would you drop everything and leave, Stephen F. Austin’s hatchet or would you try to talk the person into staying here? Moses Austin Begins Colonization in Texas Moses Austin was born in Connecticut in 1761. During his business dealings, he developed a keen interest in lead mining. After learning of George Morgan’s colony in what is now Missouri, Austin moved there to operate a lead mine. -
Free Land Attracted Many Colonists to Texas in 1840S 3-29-92 “No Quitting Sense” We Claim Is Typically Texas
“Between the Creeks” Gwen Pettit This is a compilation of weekly newspaper columns on local history written by Gwen Pettit during 1986-1992 for the Allen Leader and the Allen American in Allen, Texas. Most of these articles were initially written and published, then run again later with changes and additions made. I compiled these articles from the Allen American on microfilm at the Allen Public Library and from the Allen Leader newspapers provided by Mike Williams. Then, I typed them into the computer and indexed them in 2006-07. Lois Curtis and then Rick Mann, Managing Editor of the Allen American gave permission for them to be reprinted on April 30, 2007, [email protected]. Please, contact me to obtain a free copy on a CD. I have given a copy of this to the Allen Public Library, the Harrington Library in Plano, the McKinney Library, the Allen Independent School District and the Lovejoy School District. Tom Keener of the Allen Heritage Guild has better copies of all these photographs and is currently working on an Allen history book. Keener offices at the Allen Public Library. Gwen was a longtime Allen resident with an avid interest in this area’s history. Some of her sources were: Pioneering in North Texas by Capt. Roy and Helen Hall, The History of Collin County by Stambaugh & Stambaugh, The Brown Papers by George Pearis Brown, The Peters Colony of Texas by Seymour V. Conner, Collin County census & tax records and verbal history from local long-time residents of the county. She does not document all of her sources. -
Convention Grade 7
Texas Historical Commission Washington-on-the-Brazos A Texas Convention Grade 7 Virtual Field Trip visitwashingtononthebrazos.com Learning Guide Grade 7 Childhood in the Republic Overview: A New Beginning for Texas Texas became Mexican territory in 1821 and the new settlers brought by Stephen F. Austin and others were considered Mexican citizens. The distance between the settlements and Mexico (proper), plus the increasing number of settlers moving into the territory caused tension. The settlers had little influence in their government and limited exposure to Mexican culture. By the time of the Convention of 1836, fighting had already Image “Reading of the Texas Declaration of broken out in some areas. The causes of some of this Independence,” Courtesy of Artie Fultz Davis Estate; Artist: Charles and Fanny Norman, June 1936 fighting were listed as grievances in the Texas Declaration of Independence. Objectives • Identify the key grievances given by the people of Texas that lead to the formation of government in the independent Republic of Texas • How do they compare to the grievances of the American Revolution? • How do they relate to the Mexican complaints against Texas? • How did these grievances lead to the formation of government in the Republic? • Identify the key persons at the Convention of 1836 Social Studies TEKS 4th Grade: 4.3A, 4.13A 7th Grade: 7.1 B, 7.2 D, 7.3C Resources • Activity 1: 59 for Freedom activity resources • Activity 2: Declaration and Constitution Causes and Effects activity resources • Extension Activity: Order -
School Psychology Program Page 1 Revised August 2020
SCHOOL PSYCHOLOGY Preparation to Deliver School Psychological Services Program Handbook DEPARTMENT OF PSYCHOLOGY AND PHILOSOPHY COLLEGE OF HUMANITIES AND SOCIAL SCIENCES SAM HOUSTON STATE UNIVERSITY A Member of The Texas State University System ___________________________________________________ ________________________ Specialist in School Psychology Program Page 1 Revised August 2020 TABLE OF CONTENTS INTRODUCTION .................................................. 5 Contact Information .................................................. 6 Mission Statements ………………………………. 8 Program Philosophy .................................................. 10 Program Goals .................................................. 13 Program of Studies .................................................. 17 Recommended Three-Year Sequence .................................................. 19 Course Descriptions .................................................. 20 Academic Policies .................................................. 23 Licensure/Certification/Employment .................................................. 26 Continuing Professional Development .................................................. 27 Admission .................................................. 28 Clinical Training ……………………………….. 31 University Requirements ………………………………. 36 Faculty ……………………………….. 41 CONSULTATION SEQUENCE .................................................. 46 Overview of Courses .................................................. 47 Behavioral Consultation Case PIR Evaluation -
The Homer Pittard Campus School of Mtsu and Educational Reform in Murfreesboro, Tennessee, 1930-2000
WHEN PRACTICE GOES LOCAL: THE HOMER PITTARD CAMPUS SCHOOL OF MTSU AND EDUCATIONAL REFORM IN MURFREESBORO, TENNESSEE, 1930-2000 by Matthew T. Norwood A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Arts in History Middle Tennessee State University August 2016 Thesis Committee: Dr. Mary Hoffschwelle, Chair Dr. Carroll Van West ACKNOWLEDGEMENTS I would like to recognize the efforts of Dr. Rita King for her help with this thesis. Dr. King is the head of the Friends of Campus School organization which seeks to preserve the history of Homer Pittard Campus School as well as raise money for the maintenance of the school building and grounds. Dr. King assisted me in obtaining names of former students and teachers of Campus School as well as their contact information for personal interviews. Their words provided much in the history of the school that could not be acquired through other means of research. Her help proved invaluable for this master’s thesis. I would also like to acknowledge those who did manage to take time out of their lives to talk to me about their experiences at Campus School. Oma McNabb, Rita King, Elizabeth Bennett, Suzanne O’Gwynne, Joan Clark Mann, Pat Nelson, and John Womack participated in separate interviews with me and told me much about their experiences at Campus School and their personal feelings about the school. John Womack unfortunately passed away about two months after his interview. I would also like to recognize those who believed in me and never gave up on me when researching and writing this thesis. -
The Texas Constitution Part I
THE TEXAS CONSTITUTION PART I Half the ballot items are ridiculous because they deal with doing away with a constable’s position in Erath County or somewhere and the other half no one can understand because they involve bond financing or some arcane part of the Constitution that has to be fixed. Former Texas Senator Bill Ratliff A Texas Tragedy CONSTITUTION OF 1876 The Texas Constitution, adopted in 1876 and amended many times since, is so restrictive that many scholars and politicians believe it is counterproductive to effective, modern governance. They believe the document, which is bogged down with statutory detail, is a textbook example of what a constitution should not be. State government functions despite its constitutional shackles: an institutionally weak chief executive; an outdated, part-time legislature; a poorly organized judiciary; and dedicated funds that limit the state’s budgetary options. But a total rewrite of the constitution has been elusive, thanks to numerous special interests that find security in the present document and from those who hold obsolete public offices in Texas and those who benefit from dedicated funds. Public ignorance and indifference to the problems created by the restrictive constitutional provisions also thwart an overhaul of the document. What is a constitution? o constitution o the fundamental law by which a state or nation is organized and governed o establishes the framework of government, assigns the powers and duties of governmental bodies, and defines the relationship between the people and their government o reflects fundamental political, economic and power relationships as determined by the culture, values and interests of the people who create it and the events of the period in which it was written o The US Constitution is the fundamental law of the United States, and a state constitution is the fundamental law of the state. -
CASTRO's COLONY: EMPRESARIO COLONIZATION in TEXAS, 1842-1865 by BOBBY WEAVER, B.A., M.A
CASTRO'S COLONY: EMPRESARIO COLONIZATION IN TEXAS, 1842-1865 by BOBBY WEAVER, B.A., M.A. A DISSERTATION IN HISTORY Submitted to the Graduate Faculty of Texas Tech University in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY Approved Accepted August, 1983 ACKNOWLEDGMENTS I cannot thank all those who helped me produce this work, but some individuals must be mentioned. The idea of writing about Henri Castro was first suggested to me by Dr. Seymour V. Connor in a seminar at Texas Tech University. That idea started becoming a reality when James Menke of San Antonio offered the use of his files on Castro's colony. Menke's help and advice during the research phase of the project provided insights that only years of exposure to a subject can give. Without his support I would long ago have abandoned the project. The suggestions of my doctoral committee includ- ing Dr. John Wunder, Dr. Dan Flores, Dr. Robert Hayes, Dr. Otto Nelson, and Dr. Evelyn Montgomery helped me over some of the rough spots. My chairman, Dr. Alwyn Barr, was extremely patient with my halting prose. I learned much from him and I owe him much. I hope this product justifies the support I have received from all these individuals. 11 TABLE OF CONTENTS ACKNOWLEDGMENTS ii LIST OF MAPS iv INTRODUCTION 1 Chapter I. THE EMPRESARIOS OF 1842 7 II. THE PROJECT BEGINS 39 III. A TOWN IS FOUNDED 6 8 IV. THE REORGANIZATION 97 V. SETTLING THE GRANT, 1845-1847 123 VI. THE COLONISTS: ADAPTING TO A NEW LIFE ... -
WEB Warof1812booklet.Pdf
1. Blount Mansion War of 1812 in Tennessee: 200 W. Hill Avenue, Knoxville A Driving Tour Governor Willie Blount, who served from 1809 to 1815, led Tennessee during the War of 1812. He lived in this sponsored and developed by the Center for Historic historic structure, originally the home of U.S. territorial Preservation, Middle Tennessee State University, Mur- freesboro Two hundred years ago, an international war raged across the United States of America. Thousands of American soldiers died in the conflict; the nation’s capital city was invaded, leaving both the White House and the U.S. Capitol in near ruins. An American invasion of Canada ended in failure. Defeat appeared to be certain—leaving the nation’s future in doubt—but down on the southern frontier Tennesseans fought and won major battles that turned the tide and made the reputation of a future U.S. president, Andrew Jackson. This conflict between the United States, Great Britain, governor William Blount (Willie’s older half-brother), Canada, and a score of sovereign Indian nations was called throughout the war. In 1813, Governor Blount raised the War of 1812 because the United States declared war over $37,000 and 2,000 volunteer soldiers to fight the on England in June of that year. Thousands of Tennesseans Creeks. Blount Mansion, built between 1792 and c.1830, fought with distinction in three southern campaigns: the is Knoxville’s only National Historic Landmark. 1813 Natchez campaign, the 1813–14 Creek War, and the campaign against the British in New Orleans in 1814–15. There were additional companies of Tennesseans and others 2.