News Release Amtrak Celebrates Black History Month with Special
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Conceived by America's Labor Unions As a Testament to Their Cause, The
Conceived by America’s labor unions as a testament to their cause, the legislation sanctioning the holiday was shepherded through Congress amid labor unrest and signed by President Grover Cleveland as a reluctant election-year compromise. Pullman, Illinois, was a company town, founded in 1880 by George Pullman, president of the railroad sleeping car company. Pullman designed and built the town to stand as a utopian workers’ community insulated from the moral (and political) seductions of nearby Chicago. The town was srictly, almost feudally, organized: row houses for the assembly and craft workers; modest Victorians for the managers; and a luxurious hotel where Pullman himself lived and where visiting customers, suppliers, and salesman would lodge while in town. Its residents all worked for the Pullman Company, their paychecks drawn from Pullman bank, and their rent, set by Pullman, deducted automatically from their weekly paychecks. The town, and the company, operated smoothly and successfully for more than a decade. But in 1893, the Pullman Company was caught in the nationwide economic depression. Orders for railroad sleeping cars declined, and George Pullman was forced to lay off hundreds of employees. Those who remained endured wage cuts, even while rents in Pullman remained consistent. Take-home paychecks plummeted. And so the employees walked out, demanding lower rents and higher pay. The American Railway Union, led by a young Eugene V. Debs, came to the cause of the striking workers, and railroad workers across the nation boycotted trains carrying Pullman cars. Rioting, pillaging, and burning of railroad cars soon ensued; mobs of non-union workers joined in. -
The Pullman Strike
Using Context and Subtext to Understand the Pullman Rail Strike of 1894 Bruce A. Lesh Franklin High School Reisterstown, Maryland Learning to Think Historically: A Tool for Attacking Historical Sources Text: What is visible/readable--what information is provided by the source? Context: What was going on during the time period? What background information do you have that helps explain the information found in the source? Subtext: What is between the lines? Must ask questions about: Author: Who created the source and what do we know about that person? Audience: For whom was the source created? Reason: Why was this source produced at the time it was produced? I do solemnly swear that my testimony will be based on the perspective of my source, nothing but the perspective of my source, even if it has an overt point- of-view, so help my first quarter grade. Directions for Congressional Hearing • Each team will testify in front of Congress • All team members will be asked questions • Testimony must be based on information found in your source • Members of Congress (everyone in the audience) must take notes on the testimony • Hearing must determine: – Who was at fault and why? – Were the president’s actions constitutionally justiEied? – Was Eugene Debs justly accused? – What lessons about the relationship between labor and management can be learned from the Pullman situation? George Pullman Pullman Railcars (Sleepers) Interior of Pullman Sleeper Cars Pullman, Illinois Main Street Pullman, Illinois Center Square, Pullman HPC1_81 Workers Homes—Pullman Pullman Axel Workers Depression of 1893 • 18% unemployment • 25% of urban workers • 1/3rd of manufacturing jobs • 1/10 banks close • 25% of railroads shut down • 50% drop in railroad construction • Pullman cuts wages for his workers by 25% Eugene V. -
American Political Thought: Readings and Materials Keith E. Whittington
American Political Thought: Readings and Materials Keith E. Whittington Index of Materials for Companion Website 2. The Colonial Era, Before 1776 II. Democracy and Liberty John Adams, Letter to James Sullivan (1776) John Cotton, The Bloudy Tenent Washed and Made White (1647) John Cotton, Letter to Lord Say and Seal (1636) Jacob Duche, The Duty of Standing Fast in Our Spiritual and Temporal Liberties (1775) Massachusetts Body of Liberties (1641) James Otis, Rights of the British Colony Asserted and Proved (1764) Elisha Williams, The Essential Rights and Liberties of Protestants (1744) Roger Williams, The Bloudy Tenent Yet More Bloudy (1652) John Winthrop, Arbitrary Government Described (1644) John Winthrop, A Defense of an Order of Court (1637) John Winthrop, Defense of the Negative Vote (1643) III. Citizenship and Community Agreement among the Settlers of Exeter, New Hampshire (1639) Combination of the Inhabitants of the Piscataqua River for Government (1641) Robert Cushman, The Sin and Danger of Self-Love (1621) Fundamental Agreement, or Original Constitution of the Colony of New Haven (1639) Fundamental Orders of Connecticut (1639) Patrick Henry, Give Me Liberty Speech (1775) William Livingston, “The Vanity of Birth and Titles” (1753) Oath of a Freeman in Massachusetts Bay (1632) Thomas Tryon, The Planter’s Speech to His Neighbors and Countrymen (1684) IV. Equality and Status Address of the Mechanics of New York City (1776) Jonathan Boucher, Sermon on the Peace (1763) Charles Inglis, The True Interest of America (1776) William Knox, Three Tracts Respecting the Conversion (1768) William Byrd, Letter to Lord Egmont (1736) Samuel Sewall, The Selling of Joseph (1700) John Saffin, A Brief and Candid Answer (1701) John Woolman Some Considerations on Keeping Negroes (1762) V. -
Bilevel Rail Car - Wikipedia
Bilevel rail car - Wikipedia https://en.wikipedia.org/wiki/Bilevel_rail_car Bilevel rail car The bilevel car (American English) or double-decker train (British English and Canadian English) is a type of rail car that has two levels of passenger accommodation, as opposed to one, increasing passenger capacity (in example cases of up to 57% per car).[1] In some countries such vehicles are commonly referred to as dostos, derived from the German Doppelstockwagen. The use of double-decker carriages, where feasible, can resolve capacity problems on a railway, avoiding other options which have an associated infrastructure cost such as longer trains (which require longer station Double-deck rail car operated by Agence métropolitaine de transport platforms), more trains per hour (which the signalling or safety in Montreal, Quebec, Canada. The requirements may not allow) or adding extra tracks besides the existing Lucien-L'Allier station is in the back line. ground. Bilevel trains are claimed to be more energy efficient,[2] and may have a lower operating cost per passenger.[3] A bilevel car may carry about twice as many as a normal car, without requiring double the weight to pull or material to build. However, a bilevel train may take longer to exchange passengers at each station, since more people will enter and exit from each car. The increased dwell time makes them most popular on long-distance routes which make fewer stops (and may be popular with passengers for offering a better view).[1] Bilevel cars may not be usable in countries or older railway systems with Bombardier double-deck rail cars in low loading gauges. -
Jack London's Superman: the Objectification of His Life and Times
Jack London's superman: the objectification of his life and times Item Type text; Thesis-Reproduction (electronic) Authors Kerstiens, Eugene J. Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 07/10/2021 19:49:44 Link to Item http://hdl.handle.net/10150/319012 JACK LONDON'S SUPERMAN: THE OBJECTIFICATION OF HIS LIFE AND TIMES by Eugene J. Kerstiens A Thesis submitted to the faculty of the Department of English in partial fulfillment of the requirements for the degree of MASTER OF ARTS in the Graduate College, University of Arizona 1952 Approved: 7 / ^ ^ Director of Thesis date r TABLE OF OOHTEHTB - : ; : ■ ; ; : . ' . : ' _ pag® IHfRODUOTIOS a » 0 0 o o o » , » » * o a c o 0 0 * * o I FiRT I : PHYSICAL FORGES Section I 2 T M Fzontiez Spirit in- Amerioa 0 - <, 4 Section II s The lew Territories „,< . > = 0,> «, o< 11 Section III? The lew Front!@3?s Romance and ' Individualism * 0.00 0 0 = 0 0 0 13 ; Section IV g Jack London? Ohild of the lew ■ ■ '■ Frontier * . , o » ' <, . * , . * , 15 PART II: IDE0DY1AMI0S Section I : Darwinian Survival Values 0 0 0<, 0 33 Section II : Materialistic Monism . , <, » „= „ 0 41 Section III: Racism 0« « „ , * , . » , « , o 54 Section IV % Bietsschean Power Values = = <, , » 60 eoiOLDsioi o 0 , •0 o 0 0. 0o oa. = oo v 0o0 . ?e BiBLIOSRAPHY 0 0 0 o © © © ©© ©© 0 © © © ©© © ©© © S3 li: fi% O A €> Ft . -
Historic Resource Study of Pullman National Monument
Chapter 6 EXISTING CONDITIONS The existing conditions and recent alterations in the Town of Pullman and the factory sites have been addressed well in other documents. The Pullman Historic District Reconnaissance Survey completed in 2013 offers clear and succinct assessments of extant buildings in Pullman. Likewise, the Archaeological Overview & Assessment completed in 2017 covers the current conditions of factory remnants. A draft revised National Historic Landmark nomination for Pullman Historic District, completed in August 1997 and on deposit at Pullman National Monument, includes a list of contributing and non-contributing structures.612 For the purposes of this Historic Resources Report, the existing conditions of built environment cultural resources that are not addressed in the aforementioned documents will be considered briefly for their potential significance for research and interpretation. In addition, this section will consider historical documents valuable for studying change over time in the extant built environment and also strategies for using Pullman’s incredibly rich built environment as primary historical evidence. Figure 6.1 offers a visual map showing the approximate age of extant buildings as well as major buildings missing today that were present on the 1892 Rascher Map. Most obvious from this map are the significant changes in the industrial core. Importantly, many of the 1880s buildings that no longer stand were replaced gradually over the twentieth century at first as part of the Pullman Company’s changing technological needs, then after 1959 as part of deindustrialization and the reinvention of the Calumet region. The vast majority of domestic structures from the Town of Pullman’s original construction survive. -
Saint Paul African American Historic and Cultural Context, 1837 to 1975
SAINT PAUL AFRICAN AMERICAN HISTORIC AND CULTURAL CONTEXT, 1837 TO 1975 Ramsey County, Minnesota May 2017 SAINT PAUL AFRICAN AMERICAN HISTORIC AND CULTURAL CONTEXT, 1837 TO 1975 Ramsey County, Minnesota MnHPO File No. Pending 106 Group Project No. 2206 SUBMITTED TO: Aurora Saint Anthony Neighborhood Development Corporation 774 University Avenue Saint Paul, MN 55104 SUBMITTED BY: 106 Group 1295 Bandana Blvd. #335 Saint Paul, MN 55108 PRINCIPAL INVESTIGATOR: Nicole Foss, M.A. REPORT AUTHORS: Nicole Foss, M.A. Kelly Wilder, J.D. May 2016 This project has been financed in part with funds provided by the State of Minnesota from the Arts and Cultural Heritage Fund through the Minnesota Historical Society. Saint Paul African American Historic and Cultural Context ABSTRACT Saint Paul’s African American community is long established—rooted, yet dynamic. From their beginnings, Blacks in Minnesota have had tremendous impact on the state’s economy, culture, and political development. Although there has been an African American presence in Saint Paul for more than 150 years, adequate research has not been completed to account for and protect sites with significance to the community. One of the objectives outlined in the City of Saint Paul’s 2009 Historic Preservation Plan is the development of historic contexts “for the most threatened resource types and areas,” including immigrant and ethnic communities (City of Saint Paul 2009:12). The primary objective for development of this Saint Paul African American Historic and Cultural Context Project (Context Study) was to lay a solid foundation for identification of key sites of historic significance and advancing preservation of these sites and the community’s stories. -
Chicago Tragedy
LH&RB Newsletter of the Legal History & Rare Books SIS of the American Association of Law Libraries Volume 22 Number 2 Summer 2016 Hog Butcher for the World, Chicago Tragedy: A Guide Tool Maker, Stacker of Wheat, to Some of the Famous Player with Railroads and the Nation's Freight Handler; and Infamous Law-Related Stormy, husky, brawling, Sites of Chicago City of the Big Shoulders… Mark W. Podvia —Carl Sandburg, Chicago The City of Chicago has had its more than its share of murder, mayhem and disaster. All of these happenings attracted national attention; a few resulted in regulations that have improved health and safety. This is a listing of some of the most well-known Chicago tragedies. You might want to visit some or all of these places during your time in Chicago. Several of these are located within walking distance of the AALL Annual Meeting. Some others can be reached via public transportation. Be aware that not all of these locations are open to the public. Federal Regulations Gone Awry: The Sinking of the SS Eastland Chicago Riverwalk between LaSalle and Clark Streets The SS Eastland, a popular Chicago-based excursion boat, was launched in 1902. Known for its speed, the vessel had a design flaw that made it top-heavy. The problem was worsened following the passage of the Federal Seamen's Act in 1915. The act, adopted is response to the RMS Titanic disaster, required the retrofitting of a complete set of lifeboats on the Eastland. The additional weight made the unstable ship even more dangerous. -
Pullman Company Archives
PULLMAN COMPANY ARCHIVES THE NEWBERRY LIBRARY Guide to the Pullman Company Archives by Martha T. Briggs and Cynthia H. Peters Funded in Part by a Grant from the National Endowment for the Humanities Chicago The Newberry Library 1995 ISBN 0-911028-55-2 TABLE OF CONTENTS Introduction ............................................. v - xii ... Access Statement ............................................ xiii Record Group Structure ..................................... xiv-xx Record Group No . 01 President .............................................. 1 - 42 Subgroup No . 01 Office of the President ...................... 2 - 34 Subgroup No . 02 Office of the Vice President .................. 35 - 39 Subgroup No . 03 Personal Papers ......................... 40 - 42 Record Group No . 02 Secretary and Treasurer ........................................ 43 - 153 Subgroup No . 01 Office of the Secretary and Treasurer ............ 44 - 151 Subgroup No . 02 Personal Papers ........................... 152 - 153 Record Group No . 03 Office of Finance and Accounts .................................. 155 - 197 Subgroup No . 01 Vice President and Comptroller . 156 - 158 Subgroup No. 02 General Auditor ............................ 159 - 191 Subgroup No . 03 Auditor of Disbursements ........................ 192 Subgroup No . 04 Auditor of Receipts ......................... 193 - 197 Record Group No . 04 Law Department ........................................ 199 - 237 Subgroup No . 01 General Counsel .......................... 200 - 225 Subgroup No . 02 -
Agreement Between the Pullman Company and Porters, Attendants, Maids and Bus Boys in the Service of the Pullman Company in the United States of America and Canada
University of Central Florida STARS Brotherhood of Sleeping Car Porters Collection, Brotherhood of Sleeping Car Porters - Text 1934-1965. 1953 Agreement between the Pullman Company and Porters, Attendants, Maids and Bus Boys in the Service of the Pullman Company in the United States of America and Canada. Find similar works at: https://stars.library.ucf.edu/brotherhoodofsleepingcarporters-text University of Central Florida Libraries http://library.ucf.edu ·.. ..,. ' '°I; ' I Agreement between THE PULLMAN COMPANY and Porters, Attendants, Maids and Bus Boys In the Service of The Pullman Company in the United States of America and Canada Represented by the Brotherhood of Sleeping Car Porters Revised, Effective January 1, 1953 TABLE OF CONTENTS PREAMBLE SCOPE Rule 1. Scope. RATES OF PAY Rule 2. Rates of Pay. (a) Monthly Rates for Porter and Attendant Service. (b) Monthly Rates for Maid Service. (c) Monthly Rates for Bus Boy Service. (d) Rates of Pay for "In-Charge" Service. (e) Rates of Pay for Training Student Employes. (f) Rates of Pay for "Kitchen Work". (g) Daily and Hourly Rates of Pay. (h) Applying Progressive Rates of Pay. (i) Overtime Rates of Pay. BASIC MONTH Rule 3. Basic Month. Rule 4. Sleep Periods. BASIS OF CREDITING DAYS AND HOURS Rule 5. Crediting Days in Road Service. Rule 6. Crediting Hours in Road Service. Rule 7. Deadhead Service. Rule 8. Station Duty. Rule 9. Witness Service. Rule 10. Held for Service. Rule 11. Release of Less Than One Hour Be tween Trips. TABLE OF CONTENTS (Continued) BASIS OF PAYMENTS Rule 12. Payment for Days Credited. Rule 13. -
Abraham Lincoln Presidential Museum All Aboard! Scavenger Hunt for Middle & High School Students Answer Key
Abraham Lincoln Presidential Museum All Aboard! Scavenger Hunt For Middle & High School Students Answer Key Trivia As you tour the exhibit, answer these trivia questions. Answers can be found in the reading sections of each display. 1. How much money did Illinois Central Railroad spend on the construction of Springfield’s Union Station? $75,000 2. In what architectural style was Union Station designed? Romanesque Revival 3. When did Springfield’s Union Station close? April 30, 1971 4. Why was its 110-foot-tall clock tower dismantled in 1947? Safety concerns 5. When was the clock tower reconstructed? 2006 6. How did the Transcontinental Railroad unify the nation? It connected the people and commerce of the East and West. 7. How long did it take to complete the Transcontinental Railroad? Seven (7) years 8. How many miles of track did the Transcontinental Railroad consist of? 1,776 miles of track 9. What material was the ceremonial spike that marked the completion of the Transcontinental Railroad made of? 17.6 karat gold 10. What happened to the spike immediately after it was hammered into place? Why? It was removed to prevent the spike from being stolen, since it was made from solid gold. 11. When railroads were first being constructed, what was the range of width between tracks used by different companies? 4-6 feet 12. What is the width (in feet and inches) of Standard Gauge tracks? 4 feet, 8.5 inches 13. How did the Transcontinental Railroad standardize time? It implemented four time zones that the rest of the country adopted. -
Rosa Parks and Emmett Till Lesson Anne Schaefer June, 2019
Rosa Parks and Emmett Till Lesson Anne Schaefer June, 2019 Grades 8-10 Social Studies or Language Arts This lesson is designed to deepen student understanding of the history racial segregation, the Emmett Till murder and the complexity of events that led to the civil rights movement. Through analyzing Nikki Giovanni’s prose poem, students gain a greater understanding of the many people who worked together to lead to the day Rosa Parks decided to take a stand by sitting down. Students should have some background knowledge of the Emmett Till murder and the Montgomery Bus Boycott prior to the lesson. Step 1 Display photo of Pullman Porters: https://woodmereartmuseum.org/experience/exhibitions/john-mosley-photographs/ pullman-porters Read the article ”Five Things to Know About Pullman Porters” in Smithsonian Magazine: https://www.smithsonianmag.com/smart-news/five-things-know-about-pullman- porters-180959663/ Step 2 Read and discuss Langston Hughes poem “Porter” Porter by Langston Hughes I must say Yes, sir, To you all the time. Yes, sir! Yes, sir! All my days Climbing up a great big mountain Of yes, sirs! Rich old white man Owns the world. Gimme yo' shoes To shine. Yes, sir! Discuss: Whose point of view is conveyed in the poem? How does Hughes convey the porters’ inner feelings? Optional: Compare/Contrast with the mood created by Norman Rockwell’s “Boy in Dining Car” https://www.nrm.org/2016/01/norman-rockwell-museum-explores-the-pullman-porter- norman-rockwells-boy-in-dining-car/ Step 3 Explain that blues music emerged in the African American community partly to give voice to their feelings.