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Autobiography of Andrew Carnegie
1 Autobiography of Andrew Carnegie CHAPTER I CHAPTER I CHAPTER II CHAPTER II CHAPTER III CHAPTER III CHAPTER IV CHAPTER IV CHAPTER V CHAPTER V CHAPTER VI CHAPTER VI CHAPTER VII CHAPTER VII CHAPTER VIII CHAPTER VIII CHAPTER IX CHAPTER IX CHAPTER X 2 CHAPTER X CHAPTER XI CHAPTER XI CHAPTER XII CHAPTER XII CHAPTER XIII CHAPTER XIII CHAPTER XIV CHAPTER XIV CHAPTER XV CHAPTER XV CHAPTER XVI CHAPTER XVI CHAPTER XVII CHAPTER XVII CHAPTER XVIII CHAPTER XVIII CHAPTER XIX CHAPTER XIX CHAPTER XX CHAPTER XX CHAPTER XXI CHAPTER XXI CHAPTER XXII CHAPTER XXII CHAPTER XXIII CHAPTER XXIII CHAPTER XXIV CHAPTER XXIV CHAPTER XXV CHAPTER XXV CHAPTER XXVI CHAPTER XXVI CHAPTER XXVII CHAPTER XXVII CHAPTER XXVIII Autobiography of Andrew Carnegie 3 CHAPTER XXVIII CHAPTER XXIX CHAPTER XXIX Autobiography of Andrew Carnegie Project Gutenberg's Autobiography of Andrew Carnegie, by Andrew Carnegie This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at www.gutenberg.org Title: Autobiography of Andrew Carnegie Author: Andrew Carnegie Editor: John C. Van Dyke Release Date: March 13, 2006 [EBook #17976] Language: English Character set encoding: ISO-8859-1 *** START OF THIS PROJECT GUTENBERG EBOOK AUTOBIOGRAPHY OF ANDREW CARNEGIE *** Produced by Jonathan Ingram, Linda Cantoni, and the Online Distributed Proofreading Team at http://www.pgdp.net AUTOBIOGRAPHY OF Autobiography of Andrew Carnegie 4 ANDREW CARNEGIE WITH ILLUSTRATIONS [Illustration: [signature] Andrew Carnegie] London CONSTABLE & CO. -
Andrew Carnegie: the Richest Man in the World Program Transcript
Page 1 Andrew Carnegie: The Richest Man in the World Program Transcript Narrator: For 700 years Scottish Bishops and Lords had reigned over Skibo Castle. In 1899 it passed to an American who had fled Scotland penniless. To Andrew Carnegie Skibo was "heaven on earth." "If Heaven is more beautiful than this," he joked, "someone has made a mistake." When Carnegie left Scotland at age 12, he was living with his family in one cramped room. He returned to 40,000 acres. And he wasn't yet the richest man in the world. Andrew Carnegie's life seemed touched by magic. Owen Dudley Edwards, Historian: Carnegie was more than most people. Not only more wealthy, not only more optimistic. In his case it goes almost to the point of unreality. Carnegie is still right throughout his life, the little boy in the fairy story, for whom everything has to be alright. Narrator: Carnegie was a legendary figure in his own time. A nineteenth century icon. He embodied the American dream - the immigrant who made it from rags to riches. Whose schoolhouse was the library. The democratic American whose house guests included Mark Twain, Booker T. Washington, Helen Keller, Rockefellers and royalty and the ordinary folks from his childhood. He would entertain them all together. Although he loved Scotland, he prized America as a land free from Britain's monarchy -- and inherited privilege. After King Edward VII visited Skibo, Carnegie told a friend all Americans are kings. But everyone knew there was only one king of steel. Harold Livesay, Historian: He set out literally to conquer the world of steel, and that he did and became the largest steel producer not only in the United States, but Carnegie Steel by 1900 produced more steel than the entire steel industry of Great Britain. -
Fourth of July (1976) - Monticello, 7/5/76” of the John Marsh Files at the Gerald R
The original documents are located in Box 68, folder “Fourth of July (1976) - Monticello, 7/5/76” of the John Marsh Files at the Gerald R. Ford Presidential Library. Copyright Notice The copyright law of the United States (Title 17, United States Code) governs the making of photocopies or other reproductions of copyrighted material. Gerald R. Ford donated to the United States of America his copyrights in all of his unpublished writings in National Archives collections. Works prepared by U.S. Government employees as part of their official duties are in the public domain. The copyrights to materials written by other individuals or organizations are presumed to remain with them. If you think any of the information displayed in the PDF is subject to a valid copyright claim, please contact the Gerald R. Ford Presidential Library. Digitized from Box 68 of The John Marsh Files at the Gerald R. Ford Presidential Library 6/21/76 11:00 am PROPCSED SCHEDULE THE PR MONTlCELLC, VIRGINIA Monday, July 5, 1976 9:40 am The President boards Marine One on South Lawn. MJ\RI?\E C"',~:S DEPARTS South La\vn C!l route Monticello, Virginia. [Flying time: 55 minutes] 10:35 am W...ARINE Cl'~E ARRIVES Curator's area, Monticello. PRESS PCOL COVERAGE CLOSED ARRIVAL The President will be met by: Mr. NoUing, Thomas Jefferson Memoric:.l Foundation Chairman Governor Mills Godwin {R- Va) The President, escorted by Gov. Godwin & Mr. Nolting, proceeds to motorcade for boarding. 10:40 am MOTORCADE DEPARTS Curator's area en route Monticello Proper. [Driving time: 2 minutes] 10:42 am MOTORCADE ARRIVES Monticello Proper. -
Executive Order 13978 of January 18, 2021
6809 Federal Register Presidential Documents Vol. 86, No. 13 Friday, January 22, 2021 Title 3— Executive Order 13978 of January 18, 2021 The President Building the National Garden of American Heroes By the authority vested in me as President by the Constitution and the laws of the United States of America, it is hereby ordered as follows: Section 1. Background. In Executive Order 13934 of July 3, 2020 (Building and Rebuilding Monuments to American Heroes), I made it the policy of the United States to establish a statuary park named the National Garden of American Heroes (National Garden). To begin the process of building this new monument to our country’s greatness, I established the Interagency Task Force for Building and Rebuilding Monuments to American Heroes (Task Force) and directed its members to plan for construction of the National Garden. The Task Force has advised me it has completed the first phase of its work and is prepared to move forward. This order revises Executive Order 13934 and provides additional direction for the Task Force. Sec. 2. Purpose. The chronicles of our history show that America is a land of heroes. As I announced during my address at Mount Rushmore, the gates of a beautiful new garden will soon open to the public where the legends of America’s past will be remembered. The National Garden will be built to reflect the awesome splendor of our country’s timeless exceptionalism. It will be a place where citizens, young and old, can renew their vision of greatness and take up the challenge that I gave every American in my first address to Congress, to ‘‘[b]elieve in yourselves, believe in your future, and believe, once more, in America.’’ Across this Nation, belief in the greatness and goodness of America has come under attack in recent months and years by a dangerous anti-American extremism that seeks to dismantle our country’s history, institutions, and very identity. -
Examples of Prompts for Reading Constructed
DR. DEBORAH WAHLSTROM DATADEB.WORDPRESS.COM PAGE 1 MEAP Reading Test Constructed Response Items – Examples of Prompts and Scoring Guides The purpose of this document is to simply give you additional ideas about finding, creating, and using prompts and scoring guides that help you determine student achievement in the area of reading. The value in looking through this is to help us focus on one of the ways students are expected to show what they know. The good news is that the constructed response prompts ask the same types of questions you already ask in the classroom. Students just have to organize their thoughts and put their ideas into words Resources and Notes According to the staff at the Michigan Department of Education, there are four reading domain areas that are fair game for the MEAP reading test. These include Word Study, Narrative Text, Informational Text, and Comprehension. These domains are also fair game for the constructed response item in which students respond to a prompt. You may want to apply the prompt-like questions to the GLCEs in these domains. The MDE has provided three samples what the constructed response prompts look like – using The MDE has also provided the story, Cinderella. The MDE provides a sample examples of prompts that could scoring guide for the prompt – just to give you an accompany released test passages idea of what constructed response scoring guides for 2005, 2006, and 2007. Copies look like. In this document, I’ve included samples of the passages should be available for four passages: Cinderella, Follow That Horse, in each school. -
Farm to Factory LILE I
Farm to Factory LILE I Theme The Industrial Revolution brought about dramatic changes in 19th century America, and had a profound impact on the lives of the American people. This period of history has enduring relevance to our lives today. Objectives After using the activities in this guide and participating in the ranger-led LILE I program students will be able to: • explain the significance of the Merrimack River in the development of Lowell’s mills. • define the term Industrial Revolution. • list three reasons why farm girls left their homes to work in the Lowell mills. • list at least three differences between life on the farm and life on the corporation. • list, sequentially, four primary steps necessary for the production of cloth on both the farm and in the factory. • list three differences between the production of cloth on the farm and in the factory. • describe at least three ways in which the Industrial Revolution has changed the way people live today. Program Description Farm to Factory is a 90 minute program which focuses on the transition from an agrarian society to an industrial society, as experienced by a young woman who leaves her New England farm to work in a Lowell mill. Two members of the class dress in 19th century reproduction clothing, and each member of the class has the chance to pick, card and spin wool. A ranger leads the discussion on how the weaving process was done in the mills, and the changes it brought about in people's lives. The program culminates with students weaving cloth on small looms. -
The Men Who Built America
“THE AMERICAN ECONOMY WAS LINKED BY RAILROADS, FUELED BY OIL AND BUILT BY STEEL.” Cornelius Vanderbilt, John D. Rockefeller, Andrew Carnegie, Episode 1: A New WAR BEGINS J.P. Morgan, Henry Ford – their names are synonymous with As the nation attempts to rebuild following the destruction of the innovation, big business and the American Dream. These leaders Civil War, Cornelius Vanderbilt is the first to see the need for unity sparked incredible advances in technology while struggling to to regain America’s stature in the world. Vanderbilt makes his mark consolidate their industries and rise to the top in shipping and then the railroad industry. Railroads stitch together of the business world. The Men Who Built America™ chronicles the the nation, stimulating the economy by making it easier to move connections between these iconic businessmen and explores the goods across the country. But Vanderbilt faces intense competition way they shaped the country, transforming the early on, showing that captains of industry will always be chal- U.S. into a global superpower in just 50 years. lenged by new innovators and mavericks. Tracing their roles in the oil, steel, railroad, auto and financial Key TERMS to DEFINE industries, this series uses stunning CGI and little-known stories to ARCHETYPE, ENTREPRENEUR, INFRASTRUCTURE, INGENUITY, examine the lives of these iconic tycoons. How did these leaders INNOVATION advance progress, and what were the costs and consequences of American industrial growth? What role did everyday Americans Discussion Questions play in this growth, and how were their voices heard? This series is an excellent companion for course units on business, American 1. -
Women at the Looms: an Analysis of Gender, Capital, and Textiles in 19Th Century New England
Women at the Looms: An Analysis of Gender, Capital, and Textiles in 19th Century New England William Amara May 1, 2017 A senior thesis, submitted to the History Department of Brandeis University, in partial fulfillment of the Bachelor of Arts degree. Introduction: Gender, Capital, and Textiles “I can see myself now” wrote Harriet Hanson Robinson in 1898, “racing down the alley, between the spinning-frames, carrying in front of me a bobbin-box bigger than I was”.1 Harriet Robinson was a woman who worked in the textile mills of Lowell, Massachusetts, beginning at age 10. Many years later, she wrote a detailed memoir chronicling how the world in which she lived had changed since her employment in the mills. According to Robinson, before the mills opened in Lowell, the people of New England led lives not much different from their ancestors: they travelled only as fast as a canal boat, often bartered instead of using money, and wore clothes made at home.2 Only a child, Harriet began working in the Tremont Corporation as a “doffer,” or someone who carried bobbins, the cylinders which held yarn, between the looms in 1831 after her father died. Although she worked from 5am to 7pm every day except Sunday, she moved the bobbins for 15 minutes and spent 45 minutes of each hour not working.3 While Harriet Robinson’s experience in a Lowell mill was exceptional because she recorded the details of it so vividly in her memoir Loom and Spindle, the conditions she encountered were shared by many other “mill girls.” Lucy Larcom was another young woman who worked in the textile mills of Lowell. -
Chapter 12 the North Chapter 13 the South Chapter 14 New Movements in America Chapter 15 a Divided Nation
UNIT 4 1790—1860 The Nation Expands Chapter 12 The North Chapter 13 The South Chapter 14 New Movements in America Chapter 15 A Divided Nation 378 6-8_SNLAESE484693_U04O.indd 378 7/2/10 1:06:42 PM What You Will Learn… The United States continued to grow in size and wealth, experiencing revolutions in technology and business as did other parts of the world. During the earliest phases of expansion, regions of the United States developed differently from each other. Citizens differed in their ideas of progress, government, and religion. For the success of the nation, they tried to compromise on their disagreements. In the next four chap- ters, you will learn about two regions in the United States, and how they were alike and different. Explore the Art This painting shows a bustling street scene in New York City around 1797. What does the scene indicate about business in the city during this period? 379 6-8_SNLAESE484693_U04O.indd 379 7/2/10 1:07:17 PM FLORIDA . The Story Continues CHAPTER 12, The North Expands (1790–1860) EVENTS 1851: The fi rst installment of Uncle Tom’s Cabin is printed. Harriet Beecher Stowe wrote a ctional story intended to show the evils of slavery. e story, initially written and published in installments in a magazine, was so popular that Stowe decided to publish it in book form. e story had its intended e ect… rallying thousands of people in support of the anti-slavery movement. As popular as the story was in the North, it enraged slave supporters in Florida and across the South, and fueled the division between the North and the South that led to the outbreak of the Civil War. -
Increasing Technology at the Turn of the 20Th Century
Name:______________________________________________ Date:_______________ Class:____________ Short Quiz / Exit Slip: Increasing Technology at the Turn of the 20th Century Part A: Multiple Choice: Instructions: Choose the option that answers the question or completes the sentence. 1. Who helped pioneer the efforts to use electricity in cities with Thomas Edison? a. Samuel Morse b. Andrew Carnegie c. George Westinghouse d. Alexander Graham Bell 2. Who invented the telegraph? a. Thomas Edison b. Albert Einstein c. George Westinghouse d. Samuel Morse 3. What was the significance of the Bessemer Process? a. It led to the creation of the light bulb. b. It allowed voices to be carried over wires, not just beeping signals. c. It led to the ability to record sound on records. d. It led to the building of skyscrapers. 4. In what state did the Wright Brothers conduct the first flight? a. North Carolina b. Maine c. Maryland d. Ohio 5. Who invented the telephone? a. Alexander Graham Bell b. Samuel Morse c. Orville Wright d. None of the above Part B: Short Answer: Instructions: Answer the question below. 1. Which invention do you think had the most impact on American society, the light bulb, the telephone, or the airplane? Explain. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ -
Who Was Andrew Carnegie?
Profile: Who was Andrew Carnegie? Excerpt 1: from “Andrew Carnegie,” From American Experience, produced by PBS. http://www.pbs.org/wgbh/amex/carnegie/peopleevents/pande01.html In 1870, Carnegie would embrace a new steel refining process being used by Englishman Henry Bessemer to convert huge batches of iron into steel, which was much more flexible than brittle iron. Carnegie threw his own money into the process and even borrowed heavily to build a new steel plant near Pittsburgh called the Carnegie Steel Company. Carnegie was ruthless in keeping down costs and managed by the motto "watch costs and the profits take care of themselves." From the years of 1870-1900 Carnegie went on to make unparalleled amounts of money. "I think Carnegie's genius was first of all, an ability to foresee how things were going to change," says historian John Ingram. "Once he saw that something was of potential benefit to him, he was willing to invest enormously in it." Carnegie was unusual among the industrial captains of his day because he preached for the rights of laborers to unionize and to protect their jobs. However, Carnegie's actions did not always match his rhetoric. Carnegie's steel workers were often pushed to long hours and low wages. When the workers of Carnegie Steel Company began to strike against their poor working conditions in Homestead, Pennsylvania, in 1892, a bloody conflict ensued. When the union asked for a wage increase, Carnegie and his chairman, Henry Frick, counteroffered by decreasing their wages. Carnegie and Frick wanted to break up the union, which they thought was hindering their ability to make more money. -
A.) Andrew Carnegie B.) John D. Rockefeller C.) Ida Tarbell D.) JP
What group supplied most of the labor To build the Transcontinental Railroad? A.) Italians B.) Russians C.)C.) Chinese Chinese D.) French L F Which individual is responsible for creating The first electric power station and light bulb? A.)A.) Thomas Thomas Edison Edison B.) Henry Ford C.) Eli Whitney D.) Henry Clay L F The owner of the Standard Oil Trust? A.) Andrew Carnegie B.)B.) JohnJohn D.D. RockefellerRockefeller C.) Ida Tarbell D.) J.P. Morgan L F What made steel stronger, cheaper, and More affordable? A.)A.) Bessemer Bessemer Process Process B.) Interchangeable Parts C.) Oil production D.) Dawes Act L F Many miles of railroad construction was made possible by? A.) Native American labor B.) William T. Sherman C.)C.) Affordable Affordable steel steel D.) Henry Ford L F This made work at night possible in factories? A.) Phonograph B.)B.) Light Light Bulb Bulb C.) Motion Pictures D.) Interchangeable parts L F What made recorded sound possible? A.) Light Bulb B.) Motion Pictures C.) Mass Production D.)D.) PhonographPhonograph L F This is the business strategy of buying out all of your competition in the same business? A.) Vertical Integration B.)B.) Horizontal Horizontal integration Integration C.) Complex unionization D.) Lateral movement L F This individual owned steel mills, iron ore mines, ovens, ships and railroads to corner the steel market? A.)A.) AndrewAndrew CarnegieCarnegie B.) John D. Rockefeller C.) Upton Sinclair D.) Theodore Roosevelt L F This strategy of eliminating competition by owning the company and all the items