Underground Railroad
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All Aboard! Escaping Slavery on the Underground Railroad by Monica Will
All Aboard! Escaping Slavery on the Underground Railroad by Monica Will Students will use critical thinking skills and applications to understand the strains of slavery and the risks associated with escape to freedom via the underground railroad through an in depth primary source analysis. The students will use two primary sources to analyze the escape of a fugitive slave. Students will then apply their knowledge gained to complete related extension activities. --- Overview------------------------------------------------------------------------------ Objectives: After completing the activity, students will be able to: • Perform a basic primary source analysis of a historic photograph • Interpret informational text using grade level reading strategies • List some of the risks associated with the underground railroad • Describe what slave owners did to aid in the return of their slaves • Apply reading and writing skills within the content area Understanding Slavery was something that once divided our country. All too often Goal: the slaves were treated in bad ways and dreamed of being free. Many of the people that lived as slaves would often risk their lives to gain freedom no matter what it took. The Underground Railroad helped many slaves escape to freedom. Investigative What challenges and risks did runaway slaves face as they traveled Question: along the Underground Railroad? How did the Underground Railroad help these fugitives escape? Time Required: Three class sessions Grade Level: 3 - 5 Topic: African American History, Maps Era: -
067 Risky Business
Risky Business: The Duque Government’s Approach to Peace in Colombia Latin America Report N°67 | 21 June 2018 Headquarters International Crisis Group Avenue Louise 149 • 1050 Brussels, Belgium Tel: +32 2 502 90 38 • Fax: +32 2 502 50 38 [email protected] Preventing War. Shaping Peace. Table of Contents Executive Summary ................................................................................................................... i I. Introduction ..................................................................................................................... 1 II. The FARC’s Transition to Civilian Life ............................................................................. 3 III. Rural Reform and Illicit Crop Substitution ...................................................................... 7 IV. Transitional Justice .......................................................................................................... 11 V. Security Threats ................................................................................................................ 14 VI. Conclusion ........................................................................................................................ 19 APPENDICES A. Colombian Presidential Run-off Results by Department ................................................ 21 B. Map of Colombia ............................................................................................................. 22 C. Acronyms ......................................................................................................................... -
Discovering the Underground Railroad Junior Ranger Activity Book
Discovering the Underground Railroad Junior Ranger Activity Book This book to:___________________________________________belongs Parents and teachers are encouraged to talk to children about the Underground Railroad and the materials presented in this booklet. After carefully reading through the information, test your knowledge of the Underground Rail- road with the activities throughout the book. When you are done, ask yourself what you have learned about the people, places, and history of this unique yet difficult period of American history? Junior Rangers ages 5 to 6, check here and complete at least 3 activities. Junior Rangers ages 7 to 10, check here and complete at least 6 activities. Junior Rangers ages 10 and older, check here and complete 10 activities. To receive your Junior Ranger Badge, complete the activities and then send the booklet to our Omaha office at the address below. A ranger will go over your answers and then return your booklet along with an official Junior Ranger Badge for your efforts. Please include your name, age, and mailing address where you would like your Junior Ranger Badge to be sent. National Underground Railroad Network to Freedom Program National Park Service 601 Riverfront Drive Omaha, Nebraska 68102 For additional information on the Underground Railroad, please visit our website at http://www.nps.gov/ugrr This booklet was produced by the National Park Service Southeast Region, Atlanta, Georgia To Be Free Write about what “Freedom” means to you. Slavery and the Importance of the Underground Railroad “To be a slave. To be owned by another person, as a car, house, or table is owned. -
Risky Business Northern California Authority Northern California
Municipal Pooling Municipal Pooling Authority Risky Business Northern California Authority Northern California How to Get Your Sleep Back… (Continued from Page 1) WINTER IS COMING—PREPARE Risky Business Fall Here are a few of the recommended ways to blunt the impact of COVID-19 2020 disruption on your sleep: YOUR HOME FOR THE COLD! • Get up at the same time each day – This is important even on the week- ends, so your brain and body get into a rhythm. Avoid sleeping in or napping Before the weather gets too cold, you should How to Get Your Sleep Back on Track in the afternoon. protect your house and family from the ele- • Get outside early – Natural sunlight tells our brain it is daytime so your brain ments. Here are some essential areas to check: can start preparing to help you perform your best and help you to wind down at the same time at night Roof COVID-19 has disrupted nearly every aspect of • Keep a routine – A routine will aid productivity, improve mood and expend the Look for missing shingles, cracked flashing, everyone’s life, and sleep is no exception. But be careful, says same amount of energy each day to best earn quality sleep onset at the same and broken overhanging tree limbs. UH clinical psychologist Carolyn Ievers-Landis, PhD -- the time each night. • Stay physically active – Exercising early in the day also helps to earn sleep Check the chimney for mortar deterioration irregular sleep schedules created by COVID-19 can have a at the same time each night. -
150Th Anniversary of the Emancipation Proclamation
Emancipation Proclamation Commemorative Coloring Book President Abraham Lincoln issued the Emancipation Proclamation on January 1, 1863, announcing, "that all persons held as slaves. henceforward shall be free." This book belongs to I celebrated the 150th Anniversary of the Emancipation Proclamation at the National Archives, Washington, D.C. The Emancipation Proclamation The Emancipation Proclamation was an order issued by President Abraham Lincoln that began the process of freeing all the slaves in the United States. It was signed January 1, 1863. The order freed all slaves held by the Confederate States that were not in control of Union forces. The Eman- cipation Proclamation, followed by the 13th Amendment to the Constitution, would eventually free four million enslaved Americans. The order also allowed freed slaves to join the U.S. mili- tary. By the end of the Civil War in 1865, 200,000 African American troops, most of whom were former slaves, served in the Union armed forces. These added troops, as well as the political effect of the Emancipation Proclamation, helped the Union win the Civil War. As a milestone along the road to end slavery, with the post–Civil War struggles, and the modern legacy of civil rights, the Emancipation Proclamation has assumed a place among the great documents of human freedom. The Emancipation Proclamation Story and Legacy (MariaAbraham is writing) Lincoln, the 16th President of the United States, and his Cabinet members read over the Emancipation Proclamation, which proclaimed the freedom of slaves in the 10 states rebelling against the Union in the Civil War. Lincoln first presented the Emancipation Proclamation to his Cabinet on July 22, 1862, and issued the Preliminary Proclamation on September 22, 1862. -
Visionary's Dream Led to Risky Business Opaque Deals, Accounting Sleight of Hand Built an Energy Giant and Ensured Its Demise
Visionary's Dream Led to Risky Business Opaque Deals, Accounting Sleight of Hand Built an Energy Giant and Ensured Its Demise By Peter Behr and April Witt Washington Post Staff Writers Sunday, July 28, 2002; Page A01 First of five articles For Vince Kaminski, the in-house risk-management genius, the fall of Enron Corp. began one day in June 1999. His boss told him that Enron President Jeffrey K. Skilling had an urgent task for Kaminski's team of financialanalysts. A few minutes later, Skilling surprised Kaminski by marching into his office to explain. Enron's investment in a risky Internet start-up called Rhythms NetConnections had jumped $300 million in value. Because of a securities restriction, Enron could not sell the stock immediately. But the company could and did count the paper gain as profit. Now Skilling had a way to hold on to that windfall if the tech boom collapsed and the stock dropped. Much later, Kaminski would come to see Skilling's command as a turning point, a moment in which the course of modern American business was fundamentally altered. At the time Kaminski found Skilling's idea merely incoherent, the task patently absurd. When Kaminski took the idea to his team -- world-class mathematicians who used arcane statistical models to analyze risk -- the room exploded in laughter. The plan was to create a private partnership in the Cayman Islands that would protect -- or hedge -- the Rhythms investment, locking in the gain. Ordinarily, Wall Street firms would provide such insurance, for a fee. But Rhythms was such a risky stock that no company would have touched the deal for a reasonable price. -
Risky Business: Rethinking Lateral Partner Hiring
Risky Business Rethinking Lateral Hiring February 2019 BROUGHT TO YOU BY Table of Contents About The Authors..................................................................................................................... 3 Methodology............................................................................................................................... 4 Introduction ................................................................................................................................ 5 Status Quo: Big Hires, Big Opportunities ................................................................................ 8 Everyone Hires ......................................................................................................................... 8 Hiring Laterally to Strengthen Existing Practice Areas .............................................................. 9 Lateral Hiring as a Way to Bring in New Clients and Support Growth ..................................... 10 Lateral Hiring to Support Expansion ....................................................................................... 12 Succession Planning .............................................................................................................. 14 Key Takeaways: Lateral Hiring Supports a Range of Goals for Law Firms ............................. 14 Risk, Reward, and Failure........................................................................................................ 15 The Cost of Acquiring Lateral Partners .................................................................................. -
Risky Business Script Analysis
Risky Business Screenplay Analysis Risky Business (1983) Wri$en and Directed by Paul Brickman Running 7me: 96min BASIC SCREENPLAY ANALYSIS PROTAGONIST: Joel Goodson, an 18 year old high school senior CHARACTERIZATION/MAIN MISBEHAVIOR: Naivety; guilt EXTERNAL GOAL: To get laid / To be accepted into Princeton INTERNAL GOAL: To sasfy his parents’ goals for his future / To make his own decisions MAIN DRAMATIC CONFLICT: Lana / Joel’s parents THEME: To get what you want out of life, remove guilt from the chances you take. CENTRAL DRAMATIC QUESTION: Can Joel overcome his naivety and guilt and blaze his own trail in the world? ENDING: Joel’s accepted into Princeton. ARC: Joel goes from a guilt-ridden, naive teenager, to a street-wise young man. STORY ENGINES ACT I As he drops them off at the airport for a week-long vacaon, Joel’s parents no7fy him of an admission interview for Princeton University. With his parents gone, Joel calls a pros7tute named Lana to his home and loses his virginity. Act II-A Lana steals Joel’s mother’s expensive Steuben glass egg, forcing Joel to find her. He brings her back to his home aer an altercaon turned car chase with her pimp, Guido. Joel is faced with a disaster when he sinks his father’s Porsche into Lake Michigan. Act II-B Joel and Lana turn Joel’s house into a brothel for one night to earn enough money to repair the Porsche. Forgeng Princeton, Joel is caught off guard when the admission’s officer shows up. Joel blows the interview, but does so guilt-free. -
The Emancipation Proclamation Was Greeted with Great Enthusiasm by Northern Free Blacks in 1863 Whose Enthusiasm Was Heightened
“NEW JERSEY REACTIONS TO THE EMANCIPATION PROCLAMATION” By Larry A. Greene, Ph.D. The Emancipation Proclamation was greeted with great enthusiasm by northern free blacks in 1863 whose enthusiasm was heightened by the Union’s final acquiesce to their demand for inclusion in the Union army’s two-year-old fight against the Confederacy. Black volunteers would no longer be turned away by recruiters and would play a significant role in their own liberation. By the end of the Civil War, ten percent of the Union Army was black. Freedom was not simply bestowed upon African-Americans, but rather is one of the great historic examples of a people participating in their own liberation from those southern blacks who earlier sought freedom via the Underground Railroad in the ante-bellum years preceding the Civil War to the more than 180,000 blacks soldiers and sailors, many former slaves as well as northern free blacks, fighting not just to preserve the United States of America, but bravely engaging the Confederacy upon the battlefield even when that very Confederate government threatened to summarily execute any black prisoners of war wearing Union uniforms and white officers commanding such companies or regiments. From Fort Wagner in South Carolina to the Battle of the Crater in Virginia, black Civil War troops engaged in a war of self-liberation. The Emancipation Proclamation, while unanimously applauded today in public school textbooks and celebrated as one of Lincoln’s greatest accomplishments was not received with unanimous approval but with severe criticism by a significant part of the northern electorate. -
Underground Railroad Byway Delaware
Harriet Tubman Underground Railroad Byway Delaware Chapter 3.0 Intrinsic Resource Assessment The following Intrinsic Resource Assessment chapter outlines the intrinsic resources found along the corridor. The National Scenic Byway Program defines an intrinsic resource as the cultural, historical, archeological, recreational, natural or scenic qualities or values along a roadway that are necessary for designation as a Scenic Byway. Intrinsic resources are features considered significant, exceptional and distinctive by a community and are recognized and expressed by that community in its comprehensive plan to be of local, regional, statewide or national significance and worthy of preservation and management (60 FR 26759). Nationally significant resources are those that tend to draw travelers or visitors from regions throughout the United States. National Scenic Byway CMP Point #2 An assessment of the intrinsic qualities and their context (the areas surrounding the intrinsic resources). The Harriet Tubman Underground Railroad Byway offers travelers a significant amount of Historical and Cultural resources; therefore, this CMP is focused mainly on these resource categories. The additional resource categories are not ignored in this CMP; they are however, not at the same level of significance or concentration along the corridor as the Historical and Cultural resources. The resources represented in the following chapter provide direct relationships to the corridor story and are therefore presented in this chapter. A map of the entire corridor with all of the intrinsic resources displayed can be found on Figure 6. Figures 7 through 10 provide detailed maps of the four (4) corridors segments, with the intrinsic resources highlighted. This Intrinsic Resource Assessment is organized in a manner that presents the Primary (or most significant resources) first, followed by the Secondary resources. -
WESTERN MARYLAND COLLEGE BULLETIN 1954 Annual Catalogue
%e WESTERN MARYLAND COLLEGE BULLETIN 1954 - Annual Catalogue fJlie WESTERN MARYLAND COLLEGE BULLETIN Eighty-seventh V'fnnual Catalogue Westminster, Maryland Volume XXXV March, 1954 Number 3 W... tem M,u:y)..nd Coll""e Bulletin, Westminster, M..ryhlnd, published monthly dudnll' the ~ch<><>lye..r from JanUary to November and July.August. except May, June and S~ptember, by the Coll"",e. Entered as """ond e\au mutter. Ma,. 19. 1921, at the p""t Office ..t W""tmin.ter, Md., under the act of August 24, 1912. Accepted for mailinll' at Bl)eeial r..te of poswge provided. for in seetion llOS, net of October 3. 1911. CONTENTS PACE COLLEGECALF:NDARFOR '954-1955------------------------ AN INTROOUCTION TO WESTERN MARYLAND COLLEGE _ ADMINISTRATION II Board of TrusteeL_____ 12' Administration and Staff___________________________ 14 Faculty 15 FACILITLES 23 Residentiali~~r:t~~~:l~~~_~!_~~~_:~~~~~====================24-:~26 Health and Physical Welfarc_______________________ 27 General 28 FROM ADMISSION TO GRADUATION________________________ 29 Admission ~1 Grades and Reports __ 32 Degrees 34 The Acclerated Program 36 Graduation Honors 36 Awards 37 Preparation for High School Teaching______________ 38 GENERAL INFORMATTON 39 Extracurricular Activities 41 Expenses 43 Scholarships 44 COURSES OF INSTRUCTION 47 ANNUAL REGISTER 107 Student Register for the Year 1953-1954-------------- 109 Recapitulation of Students 130 Degreesand Honors Conferred in '953--------------- 131 Western Maryland College Alumni Association 139 Recapitulation of GraduateS- 140 Endowments 143 Calendar 1954 [ 4 1 'THE COLLEGE CALENDAR SUMMER SESSION 1954 June 21, Monday 8:30 A. M.-12:00 M. Registration for First Term. 1:00 P. M. First Term classes begin. July 24. -
Nneka Willis-Gray
One Center Plaza 120 West Fayette Street Baltimore, MD 21201 Boyd K. Rutherford Larry Hogan Sam Abed Lt. Governor Governor Secretary AMENDMENT NO. 1 INVITATION FOR BIDS (IFB) SMALL PROCUREMENT FOR OPTOMETRY SERVICES Solicitation No. 19-SH-004 July 12, 2018 The following Amendment is being issued to amend certain information contained in the above-named IFB. All information contained herein is binding on all Bidders who respond to this solicitation. New language has been double underlined and marked in red bold, (e.g., new language). Language deleted has been marked with a double strikethrough (e.g., language deleted). 1. Revise 2.1 (Background and Purpose) as follows: 2.1.5 The State is issuing this solicitation for the purpose of procuring optometry services for a six (6) month period, beginning on or about August 1, 2018 – January 31, 2019, for youth at eight (8) DJS facilities. The Department intends to make up to three (3) awards, one for each Functional Area as described in Section 2.2.1. A bid may be submitted for more than one Functional Area. A Bidder shall provide services in all locations in a Functional Area. 2. Revise Section 2.2.1 (Locations) as follows: The Contractor shall provide optometry services, on-site services in the medical suite of the health center at each of the following locations: A. FUNCTIONAL Baltimore City Charles H. Hickey, Alfred D. Noyes AREA I Juvenile Justice Jr. School(Hickey) Children’s Center Center (BCJJC) 9700 Old Harford (Noyes); 9925 300 North Gay St. Rd. Blackwell Road Baltimore, MD 21202 Baltimore, MD Rockville, MD 21234 20850 Thomas J.S.