Unit 11 Guided Notes Answer the Following Questions Using the Unit 11 Note Presentation
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											April 20, NOTEPRINCIPAL OFFICIALS in the V.XECUTIVE BRANCH Appointed January 20 - April 20, 1953 NOTE: This list is limited to appointments made after January 20, 1953. Names con- tained herein replace corre- sponding names appearing in the 1952-53 U.S. Government Organization Manual. Federal Register Division National Archives and Records Service General Services Administration Washington 25, D. C. MEMBERS OF THE CABINET TEE PRESIDENT John Foster Dulles, of New York, Secretary of State. President of the United States.-- Dwight D. Eisenhower George M. Humphrey, of Ohio, Secre- tary of the Treasury. EXECUTIVE OFFICE OF THE PRESIDENT Charles Erwin Wilson, of Michigan, Secretary of Defense. The White House Office Herbert Brownell, Jr., of New York, 1600 Pennsylvania Avenue NW. Attorney General. NAtional 8-1414 Arthur E. Summerfield, of Michigan, The Assistant to the President.-- Postmaster General. Sherman Adams Assistant to The Assistant to the Douglas McKay, of Oregon, Secretary President.--Maxwell M. Rabb of the Interior. Special Assistant to The Assistant to the President.--Roger Steffan Ezra Taft Benson, of Utah, Secretary Special Assistant to The Assistant of Agriculture. to the President.--Charles F. Willis, Jr. Sinclair Weeks, of Massachusetts, Special Assistants in the White Secretary of Commerce Haase Office: L. Arthur Minnich, Jr. Martin P. Durkin, of Maryland, James M. Lambie Secretary of Labor. Special Counsel to the President (Acting Secretary).--Thomas E. Mrs. Oveta Culp Hobby, of Texas, Stephens Secretary of Health, Education, Secretary to the President (Press).-- and Welfare James C. Hagerty Assistant Press Secretary.--Murray Snyder Acting Special Counsel to the Presi- For sale by the dent.--Bernard M.
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												  Community Engagement and Educational OutreachCommunity Engagement and Educational Outreach In November 1977, 20,000 women and men left their jobs and homes in cities and small towns around the country to come together at the fi rst National Women’s Conference in Houston, Texas. Their aim was to end dis- crimination against women and promote their equal rights. Present were two former fi rst ladies–Lady Bird Johnson and Betty Ford—and the current fi rst lady, Rosalyn Carter. Also present were grandmothers and lesbians, Republicans and Democrats, African Americans, Asian Americans, Latinas, and Native Ameri- can women—and the most infl uential leaders of the burgeoning women’s movement—Bella Abzug, Betty Friedan, Gloria Steinem, Eleanor Smeal, Ann Richards, Coretta Scott King, Barbara Jordan and others. SISTERS OF ’77 provides a fascinating look at that pivotal weekend and how it changed American life and the lives of the women who attended. Using the fi lm as a focus piece, ITVS’s Community Connections Project (CCP), community engagement and educational outreach campaign, reaches out to: • Organizations that invest in building young women leaders • University and high school students who participate in gender studies, political science, history and social studies • Organizations that promote women’s equal rights, reproductive freedom, lesbian and minority rights • Internet groups that focus on democracy in action, social change and human rights Independent Television Service (ITVS) 501 York Street San Francisco, CA 94110 phone 415.356.8383 email [email protected] web www.itvs.org The goals
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												  Presidents Worksheet 43 Secretaries of State (#1-24)PRESIDENTS WORKSHEET 43 NAME SOLUTION KEY SECRETARIES OF STATE (#1-24) Write the number of each president who matches each Secretary of State on the left. Some entries in each column will match more than one in the other column. Each president will be matched at least once. 9,10,13 Daniel Webster 1 George Washington 2 John Adams 14 William Marcy 3 Thomas Jefferson 18 Hamilton Fish 4 James Madison 5 James Monroe 5 John Quincy Adams 6 John Quincy Adams 12,13 John Clayton 7 Andrew Jackson 8 Martin Van Buren 7 Martin Van Buren 9 William Henry Harrison 21 Frederick Frelinghuysen 10 John Tyler 11 James Polk 6 Henry Clay (pictured) 12 Zachary Taylor 15 Lewis Cass 13 Millard Fillmore 14 Franklin Pierce 1 John Jay 15 James Buchanan 19 William Evarts 16 Abraham Lincoln 17 Andrew Johnson 7, 8 John Forsyth 18 Ulysses S. Grant 11 James Buchanan 19 Rutherford B. Hayes 20 James Garfield 3 James Madison 21 Chester Arthur 22/24 Grover Cleveland 20,21,23James Blaine 23 Benjamin Harrison 10 John Calhoun 18 Elihu Washburne 1 Thomas Jefferson 22/24 Thomas Bayard 4 James Monroe 23 John Foster 2 John Marshall 16,17 William Seward PRESIDENTS WORKSHEET 44 NAME SOLUTION KEY SECRETARIES OF STATE (#25-43) Write the number of each president who matches each Secretary of State on the left. Some entries in each column will match more than one in the other column. Each president will be matched at least once. 32 Cordell Hull 25 William McKinley 28 William Jennings Bryan 26 Theodore Roosevelt 40 Alexander Haig 27 William Howard Taft 30 Frank Kellogg 28 Woodrow Wilson 29 Warren Harding 34 John Foster Dulles 30 Calvin Coolidge 42 Madeleine Albright 31 Herbert Hoover 25 John Sherman 32 Franklin D.
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												  Historical Figures in Social Studies Teks Draft – October 17, 2009HISTORICAL FIGURES IN SOCIAL STUDIES TEKS DRAFT – OCTOBER 17, 2009 FOLLOW THE WORD FOLLOW THE WORDS “SUCH GRADE OR INTRODUCTION “INCLUDING” (REQUIRED TO BE AS” (EXAMPLES OF WHAT MAY COURSE TAUGHT) BE TAUGHT) Kindergarten George Washington Stephen F. Austin No additional historical figures are George Washington listed. Grade 1 Abraham Lincoln Sam Houston Clara Harlow Barton (moved to Gr. 3) Martin Luther King, Jr. Alexander Graham Bell Abraham Lincoln Thomas Edison George Washington Nathan Hale (moved to Gr. 5) Sam Houston (moved to including) Frances Scott Key Martin Luther King, Jr.(to including) Abraham Lincoln (moved to including) Benjamin Franklin Garrett Morgan Eleanor Roosevelt Grade 2 No historical figures are listed. No specific historical figures are Abigail Adams required. George Washington Carver Amelia Earhart Robert Fulton Henrietta C. King (deleted) Thurgood Marshall Florence Nightingale (deleted) Irma Rangel Paul Revere (deleted) Theodore Roosevelt Sojourner Truth Women Airforce Service Pilots (WASP) of World War II Black = In Current TEKS and 10/17/09 Draft; Green = Recommended Additions; Red = Recommended Deletions 1 Historical figures listed alphabetically by last name HISTORICAL FIGURES IN SOCIAL STUDIES TEKS DRAFT – OCTOBER 17, 2009 FOLLOW THE WORD FOLLOW THE WORDS “SUCH GRADE OR INTRODUCTION “INCLUDING” (REQUIRED TO BE AS” (EXAMPLES OF WHAT MAY COURSE TAUGHT) BE TAUGHT) Grade 3 Paul Bunyan Benjamin Banneker Wallace Amos Clara Barton Mary Kay Ash Todd Beamer Jane Addams (moved to Gr. 5) Christopher Columbus Pecos Bill (deleted) Founding Fathers Daniel Boone (deleted) Henry Ford Paul Bunyan (deleted) Benjamin Franklin William Clark (moved to Gr. 5) Dr. Hector P. Garcia Christopher Columbus (to including) Dolores Huerta David Crockett (moved to Gr.
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												  THE SURGEON GENERAL and the BULLY PULPIT Michael Stobbe a Dissertation Submitted to the Faculty of the University of North CarolTHE SURGEON GENERAL AND THE BULLY PULPIT Michael Stobbe A dissertation submitted to the faculty of the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Doctor of Public Health in the Department of Health Policy and Administration, School of Public Health Chapel Hill 2008 Approved by: Ned Brooks Jonathan Oberlander Tom Ricketts Karl Stark Bryan Weiner ABSTRACT MIKE STOBBE: The Surgeon General and the Bully Pulpit (Under the direction of Ned Brooks) This project looks at the role of the U.S. Surgeon General in influencing public opinion and public health policy. I examined historical changes in the administrative powers of the Surgeon General, to explain what factors affect how a Surgeon General utilizes the office’s “bully pulpit,” and assess changes in the political environment and in who oversees the Surgeon General that may affect the Surgeon General’s future ability to influence public opinion and health. This research involved collecting and analyzing the opinions of journalists and key informants such as current and former government health officials. I also studied public documents, transcripts of earlier interviews and other materials. ii TABLE OF CONTENTS LIST OF TABLES.................................................................................................................v Chapter 1. INTRODUCTION ...............................................................................................1 Background/Overview .........................................................................................1
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												  HISTORICAL FIGURES in SOCIAL STUDIES TEKS DRAFT ONE: JulyHISTORICAL FIGURES IN SOCIAL STUDIES TEKS DRAFT ONE – July 31, 2009 FOLLOW THE WORD FOLLOW THE WORDS “SUCH GRADE OR INTRODUCTION “INCLUDING” (REQUIRED TO BE AS” (EXAMPLES OF WHAT MAY COURSE TAUGHT) BE TAUGHT) Kindergarten George Washington Stephen F. Austin No additional historical figures are George Washington listed. Grade 1 Abraham Lincoln Sam Houston Clara Harlow Barton (moved to Gr. 3) Martin Luther King, Jr. Alexander Graham Bell Abraham Lincoln Thomas Edison (moved to Gr. 5) Nathan Hale Sam Houston (moved to including) Martin Luther King, Jr. (to including) Abraham Lincoln (moved to including) Benjamin Franklin Garrett Morgan Eleanor Roosevelt Grade 2 No historical figures are listed. No specific historical figures are George Washington Carver required. Amelia Earhart Robert Fulton Henrietta C. King Thurgood Marshall Florence Nightingale Irma Rangel Paul Revere Theodore Roosevelt Sojourner Truth WASP pilots of World War II Black = In Current TEKS and 7/31/09 Draft; Green = Recommended Additions; Red = Recommended Deletions 1 Historical figures listed alphabetically by last name HISTORICAL FIGURES IN SOCIAL STUDIES TEKS DRAFT ONE – July 31, 2009 FOLLOW THE WORD FOLLOW THE WORDS “SUCH GRADE OR INTRODUCTION “INCLUDING” (REQUIRED TO BE AS” (EXAMPLES OF WHAT MAY COURSE TAUGHT) BE TAUGHT) Grade 3 Paul Bunyan No specific historical figures are Wallace Amos required. Mary Kay Ash Jane Addams (moved to Gr. 5) Benjamin Banneker Clara Barton Todd Beamer Pecos Bill Daniel Boone Paul Bunyan Sandra Cisneros William Clark (moved to Gr. 5) Christopher Columbus David Crockett (moved to Gr. 4) Robinson Crusoe Louis Daguerre Henry Ford (moved to U.S.H.) Founding Fathers Benjamin Franklin Dr.
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												  Mary B. Stinson Collection FindingSpecial Collections and University Archives : University Libraries Mary B. Stinson Collection 1974-1981 2 boxes (1.25 linear ft.) Call no.: MS 824 Collection overview Throughout the 1970s, Mary B. Stinson (formerly Lindblom) was an active member of the National Organization for Women (NOW) in California and served as a delegate to the First National Women's Conference in Houston. The collection includes several ephemeral objects reflecting Stinson's activism including IWY pendant necklaces and an ERA license plate frame, along with published reports and articles relating to the IWY and a 1979 NOW conference in California. See similar SCUA collections: Women and feminism Background on Mary B. Stinson Mary B. Stinson (formerly Lindblom) was an activist involved with the National Organization for Women (NOW) in California. She served as a delegate from California at the First National Women's Conference in Houston and attended the 1979 NOW conference in California. The National Women's Conference (NWC) was a result of a series of actions in observance of International Women's Year (IWY) in 1975. On January 9th, 1975, President Ford issued Executive Order No. 11832, establishing the NOW membership card National Commission on the Observance of International Women's Year with the objectives of recognizing the contributions of women and promoting equality of the sexes. The Commission was responsible for orchestrating events in celebration of IWY, as well as investigating discrimination and other issues affecting women and submitting recommendations for action to the President and Congress. Originally intended to dissolve at the end of 1975, the Commission was extended for a second year by President Ford.
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												  Women at War – the Establishment of the Women’S Army Corps (Pennsylvania Military Museum, JPMM BLOG ARCHIVE May 28, 2020 Women At War – The establishment of the Women’s Army Corps (Pennsylvania Military Museum, J. Gleim, Museum Curator) In 1941, Massachusetts congresswoman Edith Nourse Rogers approached US Army Chief of Staff General George C. Marshall with a proposal for a Congressional bill that would establish an Army Women’s Corps separate and distinct from the Army Nurse Corps. As American involvement in World War II appeared increasingly likely, Ms. Rogers was reminded of the civilian women during World War I who had worked as contractors under the Army without the benefit of military housing, medical care, or legal protection. General Marshall supported Rogers’ bill, believing that the possibility of the United States fighting a two- front war in Europe and the Pacific would eventually lead to a shortage of manpower. He felt it was wasteful to expend time and money training men to do critical communications jobs such as typing and operating switchboards when there were already highly skilled women in the American workforce capable of doing such jobs. Rogers introduced her bill to Congress in May 1941, however the bill failed to garner serious attention until after the Japanese attack on Pearl Harbor. The bill passed Congress and President Roosevelt signed it into law on May 15, 1942 with an initial recruitment goal of 25,000 women for the first year. American women, eager to contribute to the war effort, eagerly enrolled and by November 1942 the fledgling Women’s Auxiliary Army Corps (WAAC) had surpassed its recruitment goal. Applicants were required to be between 21 and 45 years of age, be at least five feet tall and weigh at least 100 lbs.
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												  Women's StudiesA Guide to Historical Holdings in the Eisenhower Library WOMEN'S STUDIES Compiled by Barbara Constable April 1994 Guide to Women's Studies at the Dwight D. Eisenhower Library While the 1940s may conjure up images of "Rosie the Riveter" and women growing produce in their Victory Gardens on the homefront, the 1950s may be characterized as the era of June Cleaver and Harriet Nelson--women comfortable in the roles of mother and wife in the suburban neighborhoods of that era. The public statements concerning women's issues made by President Dwight D. Eisenhower show him to be a paradox: "...we look to the women of our land to start education properly among all our citizens. We look to them, I think, as the very foundation--the greatest workmen in the field of spiritual development...We have come a long ways in recognizing the equality of women. Unfortunately, in some respects, it is not yet complete. But I firmly believe it will soon be so." (Remarks at the College of Puget Sound, Tacoma, Washington, October 18, 1956) "I cannot imagine a greater responsibility, a greater opportunity than falls to the lot of the woman who is the central figure in the home. They, far more than the men, remind us of the values of decency, of fair play, of rightness, of our own self-respect--and respecting ourselves always ready to respect others. The debt that all men owe to women is not merely that through women we are brought forth on this world, it is because they have done far more than we have to sustain and teach those ideals that make our kind of life worth while." (Remarks at Business and Professional Women Meeting, Detroit, Michigan, October 17, 1960) "Today there are 22 million working women.
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												  Congressional Record—House H 1494H 1494 CONGRESSIONAL RECORD Ð HOUSE February 28, 1996 only tax reform but spending reduc- Congress first passed a resolution to in- up together in New Jersey. In her posi- tions and deficit reductions, which stitute a celebration of Black History tion at the Department of Energy, she gives the change to have help for work- Month. has worked tirelessly on issues ranging ing families, for seniors and for our This year, we have chosen the theme from energy development to the health children. ``African-American WomenÐYester- effects of radiation testing. She has I yield to the gentleman from Geor- day, Today, and Tomorrow'' in recogni- achieved tremendous success in nego- gia. tion of the enormous contributions tiating trade agreements with a poten- Mr. KINGSTON. Let me just say this, that African-American women have tial value to our Nation of billions of in the 1992 presidential primary, can- made to our history and culture. In dollars. didate Bill Clinton had an ad that said every field of endeavorÐpublic service, Also rendering outstanding service in this: ``Hi, I am Bill Clinton. I believe politics, law, medicine, literature, cor- the executive branch are Lorraine Mil- you deserve a change. That is why I porate management, education, and ler, who formerly served as Deputy As- have a plan to stimulate the economy, othersÐAfrican-American women are sistant to the President for Legislative starting with a middle-class tax cut.'' achievers. Affairs and now holds a post in the Now, we all know, after running on a Let me begin by recognizing the Federal Trade Commission; Alexis Her- promise of a middle-class tax cut, the women of the Black Caucus serving in man, Director of Public Liaison at the President turned around and in 1993 the 104th Congress.
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												  Texas Civil Rights TrailblazersTexas Civil Rights Trailblazers 9 Time • Handout 1-1: Complete List of Trailblazers (for teacher use) 3 short sessions (10 minutes per session) and 5 full • Handout 2-1: Sentence Strips, copied, cut, and pasted class periods (50 minutes per period) onto construction paper • Handout 2-2: Categories (for teacher use) Overview • Handout 2-3: Word Triads Discussion Guide (optional), one copy per student This unit is initially phased in with several days of • Handout 3-1: Looping Question Cue Sheet (for teacher use) short interactive activities during a regular unit on • Handout 3-2: Texas Civil Rights Trailblazer Word Search twentieth-Century Texas History. The object of the (optional), one copy per student phasing activities is to give students multiple oppor- • Handout 4-1: Rubric for Research Question, one copy per tunities to hear the names of the Trailblazers and student to begin to become familiar with them and their • Handout 4-2: Think Sheet, one copy per student contributions: when the main activity is undertaken, • Handout 4-3: Trailblazer Keywords (optional), one copy students will have a better perspective on his/her per student Trailblazer within the general setting of Texas in the • Paint masking tape, six markers, and 18 sheets of twentieth century. scrap paper per class • Handout 7-1: Our Texas Civil Rights Trailblazers, one Essential Question copy per every five students • How have courageous Texans extended democracy? • Handout 8-1: Exam on Texas Civil Rights Trailblazers, one copy per student Objectives Activities • Students will become familiar with 32 Texans who advanced civil rights and civil liberties in Texas by Day 1: Mum Human Timeline (10 minutes) examining photographs and brief biographical infor- • Introduce this unit to the students: mation.
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												  Celebrating Black History Month – February 2014Celebrating Black History Month – February 2014 Black History Month remains an important moment for America to celebrate the achievements and contributions black Americans have played in U.S. history. Arising out of "Negro History Week," which first began in the 1920s, February has since been designated as Black History Month by every U.S. president since 1976. Below is a list of 30 inspirational quotes from some of the most influential black personalities of all time: 1. "Bringing the gifts that my ancestors gave, I am the dream and the hope of the slave. I rise. I rise. I rise." - Maya Angelou 2. "We should emphasize not Negro history, but the Negro in history. What we need is not a history of selected races or nations, but the history of the world void of national bias, race hate, and religious prejudice." - Carter Woodson 3. "Do not call for black power or green power. Call for brain power." - Barbara Jordan 4. "Hate is too great a burden to bear. It injures the hater more than it injures the hated." - Coretta Scott King 5. "Darkness cannot drive out darkness; only light can do that. Hate cannot drive out hate; only love can do that." - Martin Luther King, Jr. 6. "I am where I am because of the bridges that I crossed. Sojourner Truth was a bridge. Harriet Tubman was a bridge. Ida B. Wells was a bridge. Madame C. J. Walker was a bridge. Fannie Lou Hamer was a bridge." - Oprah Winfrey 7. "Whatever we believe about ourselves and our ability comes true for us." - Susan L.