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President Biden Appeals for Unity He Faces a Confluence of Crises Stemming from Pandemic, Insurrection & Race by BRIAN A
V26, N21 Thursday, Jan.21, 2021 President Biden appeals for unity He faces a confluence of crises stemming from pandemic, insurrection & race By BRIAN A. HOWEY INDIANAPOLIS – In what remains a crime scene from the insurrection on Jan. 6, President Joe Biden took the oath of office at the U.S. Capitol Wednesday, appealing to all Americans for “unity” and the survival of the planet’s oldest democ- racy. “We’ve learned again that democracy is precious,” when he declared in strongman fashion, “I alone can fix Biden said shortly before noon Wednesday after taking the it.” oath of office from Chief Justice John Roberts. “Democ- When Trump fitfully turned the reins over to Biden racy is fragile. And at this hour, my friends, democracy has without ever acknowledging the latter’s victory, it came prevailed.” after the Capitol insurrection on Jan. 6 that Senate Minor- His words of assurance came four years to the day ity Leader Mitch McConnell said he had “provoked,” leading since President Trump delivered his dystopian “American to an unprecedented second impeachment. It came with carnage” address, coming on the heels of his Republican National Convention speech in Cleveland in July 2016 Continued on page 3 Biden’s critical challenge By BRIAN A. HOWEY INDIANAPOLIS – Here is the most critical chal- lenge facing President Biden: Vaccinate as many of the 320 million Americans as soon as possible. While the Trump administration’s Operation Warp “Hoosiers have risen to meet Speed helped develop the CO- VID-19 vaccine in record time, these unprecedented challenges. most of the manufactured doses haven’t been injected into the The state of our state is resilient arms of Americans. -
Biographies and Primary Sources of Abraham Lincoln
DePaul University Via Sapientiae Lesson Plans Teaching with Primary Sources Program Spring 4-1-2014 Biographies and Primary Sources of Abraham Lincoln Mary Ann Stearn Follow this and additional works at: https://via.library.depaul.edu/tps-lesson-plans Part of the Curriculum and Instruction Commons Recommended Citation Stearn, Mary Ann. (2014) Biographies and Primary Sources of Abraham Lincoln. https://via.library.depaul.edu/tps-lesson-plans/53 This Article is brought to you for free and open access by the Teaching with Primary Sources Program at Via Sapientiae. It has been accepted for inclusion in Lesson Plans by an authorized administrator of Via Sapientiae. For more information, please contact [email protected]. Biographies and Primary Sources Using Abraham Lincoln 1. Overview: Students in 2nd and 3rd grades will be exposed to Primary sources using material from the Library of Congress on Abraham Lincoln. Biographies on Lincoln will be looked at, to see how these Primary sources are used in writing biographies. 2. Goal Biographies and the role of primary sources will be explored. 3. Objectives • Students will be able to identify primary sources. • Students will understand the concept that authors do research when writing biographies, and use and include primary sources. 5. Investigative Question What are primary sources, and how do biography authors use them? 6. Time Required: 50 min. (or could be divided into one or two 30 min. sessions) 5 min. – Discuss what a biography is. Where do authors get their information? Introduce primary sources. 5 min. – Divide students into groups of 3 -4. Give them some primary source materials (pictures and simple writing) on Lincoln. -
POLE RAISING: a CAMPAIGN ACTIVITY Introduction by George A
POLE RAISING: A CAMPAIGN ACTIVITY Introduction by George A. Turner Often a special feature of political party rallies during presidential campaigns in the mid- 1800s involved raising a large pole for a candidate. Democrats used a hickory tree in honor of Andrew Jackson, known as "Old Hickory," and the father of the party. The Whigs favored a poplar tree for their pole raising events. When the Republicans came into existence, they adopted the poplar since many of its members were former Whigs. Selecting the right pole was an important decision. It needed to be proportioned and of great height. It took several people to cut and trim the tree, haul it to the meeting, and put it upright in a hole. Columbia Democrat and The Star of the North, two Democrat newspapers in Bloomsburg, each published an article in late summer1860 about two Democratic political meetings in Sugarloaf Township and Bloomsburg that raised "hickory poles." It was election time with a large majority of Pennsylvania Democrats supporting Vice President John C. Breckinridge, a Kentucky slave owner for President, Senator Joseph Lane of Oregon for Vice President, and Henry Foster for Governor. Pole Raising in Bloomsburg The Star of the North, August 22, 1860 The friends of Breckinridge, Lane and Foster, erected on last Saturday afternoon, between the house of five and six o’clock in East Bloomsburg, near the residence of Mr. Henry Wanich, a magnificent hickory pole, not much short of one hundred feet in length, with a streamer on the tope, and a splendid flag bearing the names of Breckinridge, Lane and Foster, our gallant Democratic nominees. -
Cwa News-Fall 2016
2 Communications Workers of America / fall 2016 Hardworking Americans Deserve LABOR DAY: the Truth about Donald Trump CWA t may be hard ers on Trump’s Doral Miami project in Florida who There’s no question that Donald Trump would be to believe that weren’t paid; dishwashers at a Trump resort in Palm a disaster as president. I Labor Day Beach, Fla. who were denied time-and-a half for marks the tradi- overtime hours; and wait staff, bartenders, and oth- If we: tional beginning of er hourly workers at Trump properties in California Want American employers to treat the “real” election and New York who didn’t receive tips customers u their employees well, we shouldn’t season, given how earmarked for them or were refused break time. vote for someone who stiffs workers. long we’ve already been talking about His record on working people’s right to have a union Want American wages to go up, By CWA President Chris Shelton u the presidential and bargain a fair contract is just as bad. Trump says we shouldn’t vote for someone who campaign. But there couldn’t be a higher-stakes he “100%” supports right-to-work, which weakens repeatedly violates minimum wage election for American workers than this year’s workers’ right to bargain a contract. Workers at his laws and says U.S. wages are too presidential election between Hillary Clinton and hotel in Vegas have been fired, threatened, and high. Donald Trump. have seen their benefits slashed. He tells voters he opposes the Trans-Pacific Partnership – a very bad Want jobs to stay in this country, u On Labor Day, a day that honors working people trade deal for working people – but still manufac- we shouldn’t vote for someone who and kicks off the final election sprint to November, tures his clothing and product lines in Bangladesh, manufactures products overseas. -
A£F>L*JL*Cm Order B£Caf
COLLECTIONS OF CORRESPONDENCE AND MANUSCRIPT DOCUMENTS OF COLLECTION: Dix, John A. - Papers SOURCE; Deposit - Mrs. Sophie Dix - 1950 SUBJECT: Correspondence of John Adams Dix; also some of John I, Morgan papers. DATES COVERED! 1813 - 1S?9 NUMBER OF ITEMS; ca 1226 STATUSs (check appropriate description) Cataloged: x Listed: x Arranged! Not organized: CONDITION: (give number of vols., boxes, or shelves) Bound: Boxed: \ff- boxes Stored: LOCATION: (Library) Special Collections CALL-NUMBER Spec Ms Con Dix RESTRICTIONS ON USE IUrftiente WBO fry-win luua and o«i<n'udllw^"ggftotgrB| DESCRIPTION- a£f>l*JL*cM order b£caf Personal correspondence and papers of the American statesman, John Adams Dix (1798-1879). The collection is composed mainly of letters to and by Mr. Dix, beginning in 1813 and continuing throughout his lifetime. ihe correspondence j/hich doubtless has been jpreserired selectiyely is almost entirely "with prominent public figures of the period: military, political and literary men. In addition to the correspondence are miscellaneous papers, speeches, essays, clippings and leaflets; includes also a small file (38 items) of the corres- pondence and papers of John I. !.'organ (1787-1S53). The collection has a calendar index. JAAI t95s FOR A LIST OF COLLECTION SEE FOLLOWING^ PAGES. Collection arranged aiphabetic^ll by correspondent General John A Dix -w, ^ collect.ion is ,rran -ei alpha-- hy c o " r? rr ondf n t ra t he r r;: • n i n niiinrric3l '^rdFr. 1C *JOT • ive *hc: George C Shattuck 3 far 1815 , Ai. JAD to George C Shattuek 20 Apr 1813 V..- ~"fn ' a r- ;in 3. -
The Democratic Party and the Transformation of American Conservatism, 1847-1860
PRESERVING THE WHITE MAN’S REPUBLIC: THE DEMOCRATIC PARTY AND THE TRANSFORMATION OF AMERICAN CONSERVATISM, 1847-1860 Joshua A. Lynn A dissertation submitted to the faculty at the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of History. Chapel Hill 2015 Approved by: Harry L. Watson William L. Barney Laura F. Edwards Joseph T. Glatthaar Michael Lienesch © 2015 Joshua A. Lynn ALL RIGHTS RESERVED ii ABSTRACT Joshua A. Lynn: Preserving the White Man’s Republic: The Democratic Party and the Transformation of American Conservatism, 1847-1860 (Under the direction of Harry L. Watson) In the late 1840s and 1850s, the American Democratic party redefined itself as “conservative.” Yet Democrats’ preexisting dedication to majoritarian democracy, liberal individualism, and white supremacy had not changed. Democrats believed that “fanatical” reformers, who opposed slavery and advanced the rights of African Americans and women, imperiled the white man’s republic they had crafted in the early 1800s. There were no more abstract notions of freedom to boundlessly unfold; there was only the existing liberty of white men to conserve. Democrats therefore recast democracy, previously a progressive means to expand rights, as a way for local majorities to police racial and gender boundaries. In the process, they reinvigorated American conservatism by placing it on a foundation of majoritarian democracy. Empowering white men to democratically govern all other Americans, Democrats contended, would preserve their prerogatives. With the policy of “popular sovereignty,” for instance, Democrats left slavery’s expansion to territorial settlers’ democratic decision-making. -
ELECTORAL VOTES for PRESIDENT and VICE PRESIDENT Ø902¿ 69 77 50 69 34 132 132 Total Total 21 10 21 10 21 Va
¿901¿ ELECTORAL VOTES FOR PRESIDENT AND VICE PRESIDENT ELECTORAL VOTES FOR PRESIDENT AND VICE PRESIDENT 901 ELECTION FOR THE FIRST TERM, 1789±1793 GEORGE WASHINGTON, President; JOHN ADAMS, Vice President Name of candidate Conn. Del. Ga. Md. Mass. N.H. N.J. Pa. S.C. Va. Total George Washington, Esq ................................................................................................... 7 3 5 6 10 5 6 10 7 10 69 John Adams, Esq ............................................................................................................... 5 ............ ............ ............ 10 5 1 8 ............ 5 34 Samuel Huntington, Esq ................................................................................................... 2 ............ ............ ............ ............ ............ ............ ............ ............ ............ 2 1027 John Jay, Esq ..................................................................................................................... ............ 3 ............ ............ ............ ............ 5 ............ ............ 1 9 John Hancock, Esq ............................................................................................................ ............ ............ ............ ............ ............ ............ ............ 2 1 1 4 Robert H. Harrison, Esq ................................................................................................... ............ ............ ............ 6 ............ ............ ............ ............ ............ ........... -
Lincoln's New Mexico Patronage: Saving the Far Southwest for the Union
New Mexico Historical Review Volume 75 Number 4 Article 3 10-1-2000 Lincoln's New Mexico Patronage: Saving the Far Southwest for the Union Deren Earl Kellogg Follow this and additional works at: https://digitalrepository.unm.edu/nmhr Recommended Citation Kellogg, Deren Earl. "Lincoln's New Mexico Patronage: Saving the Far Southwest for the Union." New Mexico Historical Review 75, 4 (2000). https://digitalrepository.unm.edu/nmhr/vol75/iss4/3 This Article is brought to you for free and open access by UNM Digital Repository. It has been accepted for inclusion in New Mexico Historical Review by an authorized editor of UNM Digital Repository. For more information, please contact [email protected]. President Abraham Lincoln, ca. 1861. (Photograph by Matthew Brady, neg. no. 0-60, courtesy The Lincoln Museum, Ft. Wayne, Ind.) Lincoln's New Mexico Patronage: Saving the Far Southwest for the Union DEREN EARL KELLOGG New Mexico Territory receives scant mention in connection with the administration of President Abraham Lincoln. Historians have generally concluded that Lincoln and other federal officials attached no great value to the territory and mostly neglected it. It is true that Lincoln could devote little attention to the administration of the western territories during the Civil War, which threatened the very future ofthe country. However, evi I, dence suggests that Lincoln did care about saving New Mexico:for the Union and should be given some credit for achieving this goal. Aithough Lincoln's western patronage record was generally undistinguished, his appointments to the New Mexico Territory were popular men who had' experience in the Southwest and who often did not identify themselves with the Republican Party. -
A Letter to Abraham Lincoln Find Grace’S Family
OurStory: A Letter to Abraham Lincoln Find Grace’s Family Parent Guide Read the “Directions” sheet for step-by-step instructions. SUMMARY Children will read a letter closely, then draw a picture using the hints they found in the letter. WHY During this activity, you and your child will use critical thinking skills to read between the lines of a letter. Letters like this one, along with other historical artifacts, are very important sources of information for historians and researchers. TIME ■ 15 minutes to read and analyze Grace’s letter ■ 10 minutes to draw a picture RECOMMENDED AGE GROUP This activity will work best for children in 3rd or 4th grades. CHALLENGE WORDS ■ bold: impudent, presumptuous ■ cunning: dexterous or crafty in the use of special resources (as skill or knowledge) or in attaining an end or prettily appealing GET READY ■ Read Mr. Lincoln’s Whiskers together. Mr. Lincoln’s Whiskers tells the story of the historical letter used in this activity and the 11-year old girl who wrote it. For tips on reading this book together, check out the Guided Reading Activity http://americanhistory.si.edu/ourstory/pdf/lincoln/lincoln_reading.pdf. YOU NEED ■ (attached) Directions sheet ■ (attached) Step Back in Time sheets ■ (attached) Who’s in Grace’s Family?/Famous Letter to Abraham Lincoln sheet ■ Pen or pencil ■ Art materials ■ Blank paper OurStory: A Letter to Abraham Lincoln Find Grace’s Family Directions For adults and kids to follow together. 1. Read Grace Bedell’s letter on the Who’s in Grace’s Family?/Famous Letter to Abraham Lincoln sheet. -
Founding Fathers" in American History Dissertations
EVOLVING OUR HEROES: AN ANALYSIS OF FOUNDERS AND "FOUNDING FATHERS" IN AMERICAN HISTORY DISSERTATIONS John M. Stawicki A Thesis Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS December 2019 Committee: Andrew Schocket, Advisor Ruth Herndon Scott Martin © 2019 John Stawicki All Rights Reserved iii ABSTRACT Andrew Schocket, Advisor This thesis studies scholarly memory of the American founders and “Founding Fathers” via inclusion in American dissertations. Using eighty-one semi-randomly and diversely selected founders as case subjects to examine and trace how individual, group, and collective founder interest evolved over time, this thesis uniquely analyzes 20th and 21st Century Revolutionary American scholarship on the founders by dividing it five distinct periods, with the most recent period coinciding with “founders chic.” Using data analysis and topic modeling, this thesis engages three primary historiographic questions: What founders are most prevalent in Revolutionary scholarship? Are social, cultural, and “from below” histories increasing? And if said histories are increasing, are the “New Founders,” individuals only recently considered vital to the era, posited by these histories outnumbering the Top Seven Founders (George Washington, Thomas Jefferson, John Adams, James Madison, Alexander Hamilton, Benjamin Franklin, and Thomas Paine) in founder scholarship? The thesis concludes that the Top Seven Founders have always dominated founder dissertation scholarship, that social, cultural, and “from below” histories are increasing, and that social categorical and “New Founder” histories are steadily increasing as Top Seven Founder studies are slowly decreasing, trends that may shift the Revolutionary America field away from the Top Seven Founders in future years, but is not yet significantly doing so. -
The St. Albans Raid -- a Bibliography
m~~~m~m~m~m~~~m~m~ .@ @ @ NEw SERIES : Price 1 dollar : VoL. XXVI No. 1 b) (~ @ @ b) ~ VERMONT ~ ~ History ~ ~ Formerly the Vermont Quarterly ~ @ @ @ b) @ @ @ b) @ @ @ b) @ @ @ b) @ January 1958 @ ~ b) (~ ~) ~ b) (~ rghe GIJ ROC00DINGS of the @ I?~ ~~ \'._,_) VERMONT HISTORICAL SOCIETY W @ @ @ ~ ~®~©~®~®~®~· ®~®~®~® THE ST. ALBANS RAID-A BIBLIOGRAPHY By RoBIN W. WINKS HE St. Albans Raid, so well known to every Vermonter, is also T probably the least understood event in Vermont history. The raid has been dealt with in an unfortunate manner and, even in stand ard scholarly works, appears to be only a somewhat sensational and highly colorful episode in the Civil War. Because the sensational as pects of the raid have been emphasized, subsequent scholars have failed to place the raid in its proper perspective or to study its aftermath. Everyone knows what happened to sleepy little St. Albans on that Oc tober afternoon; no one seems to have cared what happened to Canada, Great Britain, or the United States as a result of that colorful episode Actually, the raid was an important factor in a "cold war" along the Canadian frontier which had many of the earmarks of the twentieth century. The St. Albans raid has not received its due from historians. Al though it was an event of considerable ii:nportance, it is mentioned in only one standard survey of Anglo-American relations: H. C. Allen, Great Britain and the United States (New York, 195 5). The standard surveys of Canadian-American relations deal with the raid in summary form: John B. Brebner, North Atlantic Triangle (New Haven, 1945); James M. -
Lesson Plan #1 True/False STATEMENTS ABOUT ABRAHAM LINCOLN
Lesson plan #1 True/False STATEMENTS ABOUT ABRAHAM LINCOLN 1. True or False: At 5’11” tall, Abraham Lincoln was the tallest President. 2. True or False: During his presidency, Abraham Lincoln became famous for not having a sense of humor. 3. True or False: Some people did not think Lincoln was a handsome man. When a little girl named Grace Bedell wrote him a letter saying he should grow a beard he did. 4. True or False: Abraham Lincoln’s wife, Mary Todd, was from Illinois. 5. True or False: He ran for political office ten times and won every election 6. True or False: Abraham Lincoln was often called “Honest Abe.” 7. True or False: He was a talented and capable wrestler. 8. True or False: Abraham Lincoln was an avid hunter and fisherman. 9. True or False: Abraham Lincoln spent so much time reading that his neighbors suspected he was avoiding work. 10. True or False: As a young boy, he was saved from drowning by a childhood friend. 11. True or False: During his life he had many roles besides being President of the United States. He was a military captain, a storekeeper, a surveyor, a postmaster, a surveyor, a husband, and father of four sons. 12. True or False: Abraham Lincoln became president after graduating from high school and attending college for a short period of time. Abraham Lincoln: Great Leader Great Learner Kellie German Find and circle these 20 words that are from the reading in class. Complete on your own. s n l i r t o e t s g a c l a u s a r a w l i v i c k o o n e e e m e e w b c f i b e m o c u m r t r n d y t f g d n