Addresses the American Road
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Records of the Immigration and Naturalization Service, 1891-1957, Record Group 85 New Orleans, Louisiana Crew Lists of Vessels Arriving at New Orleans, LA, 1910-1945
Records of the Immigration and Naturalization Service, 1891-1957, Record Group 85 New Orleans, Louisiana Crew Lists of Vessels Arriving at New Orleans, LA, 1910-1945. T939. 311 rolls. (~A complete list of rolls has been added.) Roll Volumes Dates 1 1-3 January-June, 1910 2 4-5 July-October, 1910 3 6-7 November, 1910-February, 1911 4 8-9 March-June, 1911 5 10-11 July-October, 1911 6 12-13 November, 1911-February, 1912 7 14-15 March-June, 1912 8 16-17 July-October, 1912 9 18-19 November, 1912-February, 1913 10 20-21 March-June, 1913 11 22-23 July-October, 1913 12 24-25 November, 1913-February, 1914 13 26 March-April, 1914 14 27 May-June, 1914 15 28-29 July-October, 1914 16 30-31 November, 1914-February, 1915 17 32 March-April, 1915 18 33 May-June, 1915 19 34-35 July-October, 1915 20 36-37 November, 1915-February, 1916 21 38-39 March-June, 1916 22 40-41 July-October, 1916 23 42-43 November, 1916-February, 1917 24 44 March-April, 1917 25 45 May-June, 1917 26 46 July-August, 1917 27 47 September-October, 1917 28 48 November-December, 1917 29 49-50 Jan. 1-Mar. 15, 1918 30 51-53 Mar. 16-Apr. 30, 1918 31 56-59 June 1-Aug. 15, 1918 32 60-64 Aug. 16-0ct. 31, 1918 33 65-69 Nov. 1', 1918-Jan. 15, 1919 34 70-73 Jan. 16-Mar. 31, 1919 35 74-77 April-May, 1919 36 78-79 June-July, 1919 37 80-81 August-September, 1919 38 82-83 October-November, 1919 39 84-85 December, 1919-January, 1920 40 86-87 February-March, 1920 41 88-89 April-May, 1920 42 90 June, 1920 43 91 July, 1920 44 92 August, 1920 45 93 September, 1920 46 94 October, 1920 47 95-96 November, 1920 48 97-98 December, 1920 49 99-100 Jan. -
Chronology of Events 1918 – 1938
Chronology of Events 1918-1938 1918: Czechoslovakia is established after the fall of the Austrian-Hungarian Empire following the First World War. The country is made up of two groups of Slavic peoples, the Czechs and the Slovaks. 1920: The Treaty of Versailles, in which Germany is held responsible for World War I and its consequences, is signed. The treaty deals harshly with a defeated Germany and includes territorial, military, financial and general provisions, including the demilitarization and 15-year occupation of the Rhineland (area between France and Germany), limitations on German armed forces and reparations of 6,600 million pounds. 1921: Adolf Hitler becomes leader of National Socialist German Workers (Nazi) Party. 1923: Beer Hall Putsch (Hitler’s attempt to overthrow regional government in Munich) is unsuccessful and Hitler is jailed. 1925: Mein Kampf (My Struggle), Hitler’s book, is published. 1933: Japan attacks China. The Nazi party gains majority in the German Reichstag and Hitler is named Chancellor. The Reichstag building burns in a “mysterious” fire and all other political parties are abolished. Hitler denounces the Treaty of Versailles. There are public book burnings in Germany. Anti-Jewish laws are passed in Germany: no kosher butchering, no Jewish Civil servants, no Jewish lawyers, quotas for Jews in universities. Any Germans holding non-Nazi political meetings are subject to arrest and imprisonment in concentration camps (the first is Oranienburg, outside of Berlin). Dachau is built as concentration-work camp (specific death camps not yet built, but elderly, those who were very young, disabled or sick have difficulty surviving harsh conditions of camps). -
Ten Propositions About Munich 1938 on the Fateful Event of Czech and European History – Without Legends and National Stereotypes
Ten Propositions about Munich 1938 On the Fateful Event of Czech and European History – without Legends and National Stereotypes Vít Smetana The Munich conference of 29–30 September 1938, followed by forced cession of border regions of Czechoslovakia to Nazi Germany and subsequently also to Poland and Hungary, is unquestionably one of the crucial milestones of Czech and Czecho- slovak history of the 20th century, but also an important moment in the history of global diplomacy, with long-term overlaps and echoes into international politics. In the Czech environment, round anniversaries of the dramatic events of 1938 repeatedly prompt emotional debates as to whether the nation should have put up armed resistance in the autumn of 1938. Such debates tend to be connected with strength comparisons of the Czechoslovak and German armies of the time, but also with considerations whether the “bent backbone of the nation” with all its impacts on the mental map of Europe and the Czech role in it was an acceptable price for saving an indeterminate number of human lives and preserving material assets and cultural and historical monuments and buildings all around the country. Last year’s 80th anniversary of the Munich Agreement was no exception. A change for the better was the attention that the media paid to the situation of post-Munich refugees from the border regions as well as to the fact that the Czechs rejected, immediately after Munich, humanist democracy and started building an authori- tarian state instead.1 The aim of this text is to deconstruct the most widespread 1 See, for example: ZÍDEK, Petr: Po Mnichovu začali Češi budovat diktaturu [The Czechs started building a dictatorship after Munich]. -
The Virginia Teacher, Vol. 19, Iss. 7, October 1938
: -Hp i'*1 Virginia TEACHER October, 1938 Nila Banton Smith on Trends in Reading Instruction Leroy Lewis on Speech Educatio in the Modern Curriculum Dean William F. Russell of Teachers College, New York, Explains How to Beat Communism THE VIRGINIA TEACHER Volume XIX OCTOBER, 1938 No. 7 CONTENTS Trends in Reading Instruction Nila Banton Smith 141 Speech Education in the Modern Curriculum Leroy Lewis 145 How to Tell a Communist and How to Beat Him William F. Russell 151 The Teacher's Joe Miller 157 Educational Comment 158 The Reading .Table 159 News of the College Mary Catherine Lyne 161 Alumnce News Rachel F. Weems 162 Film Estimates 1^4 $1.50 a Year Published Monthly except June, July, and August 15 Cents a Copy The Virginia Teacher is indexed in the Education Index oublished bv the H. W. Wilson Co. Logan, Cleveland, and Hoffman— PRACTICE LEAVES IN ENGLISH FUNDAMENTALS, FORMS A, B, C, D Provide rapid drills and tests in the fundamentals of grammar, sentence structure, punctuation, and spelling, with provision for recording the grades and for plotting a progress curve. A Check Book, furnishing a marking key for each leaf, facilitates rapid scoring. Page references to various standard handbooks, iwo sets may be used simultaneously, one for teaching and one for testing. Practice Leaves, ea. Form, $.36. Check Book, ea. $.28. D. C. HEATH AND COMPANY 180 Varick Street, New York City The Virginia Teacher No. 7 Volume XIX OCTOBER, 1938 "The Catechism," and certain religious TRENDS IN READING verses. As a natural corollary of the in- INSTRUCTION tent to acquaint children with these selec- ALL fields of education are under- tions as a part of their religious life, we going change at the present time. -
235 II.3. the Deepening Crisis: March 1938
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Ghent University Academic Bibliography 235 II.3. The Deepening Crisis: March 1938 – October 1938 1938 is always seen as a watershed in the persecution of the ‘Jews’1 as it was the year when geopolitical changes brought more ‘Jews’ under German rule and when antisemitic policies were substantially radicalized. Yet even before the Anschluss, the Nazis were becoming increasingly worried about the slow pace of Jewish emigration. Their own policies, combined with immigration restrictions elsewhere, had served to limit the numbers able to leave. At the same time, Nazi strategy itself was contradictory, with the ‘Jews’ being pressed to leave while simultaneously being stripped of the assets that would have made them acceptable immigrants in other countries. Nevertheless, individual emigration remained the Nazi strategy for making Germany judenfrei and in general, everything possible was done to hasten the emigration of the – albeit increasingly impoverished – ‘Jews’. A number of official instructions were issued to facilitate this. For example, the police record of Jewish emigrants could be ‘cleansed’ to make them more acceptable to countries of immigration. Professional qualifications that were in demand were also included on passports, and the Handwerkskammern were authorised to issue papers certifying the professional knowledge of Jewish emigrants.2 A partial solution to the fundamental contradictions in Nazi policy was found in more overt state violence and schemes for collective forced emigration that removed individual initiative or choice in destination. The latter element was tried at the beginning of 1938. -
Forced and Slave Labor in Nazi-Dominated Europe
UNITED STATES HOLOCAUST MEMORIAL MUSEUM CENTER FOR ADVANCED HOLOCAUST STUDIES Forced and Slave Labor in Nazi-Dominated Europe Symposium Presentations W A S H I N G T O N , D. C. Forced and Slave Labor in Nazi-Dominated Europe Symposium Presentations CENTER FOR ADVANCED HOLOCAUST STUDIES UNITED STATES HOLOCAUST MEMORIAL MUSEUM 2004 The assertions, opinions, and conclusions in this occasional paper are those of the authors. They do not necessarily reflect those of the United States Holocaust Memorial Council or of the United States Holocaust Memorial Museum. First printing, April 2004 Copyright © 2004 by Peter Hayes, assigned to the United States Holocaust Memorial Museum; Copyright © 2004 by Michael Thad Allen, assigned to the United States Holocaust Memorial Museum; Copyright © 2004 by Paul Jaskot, assigned to the United States Holocaust Memorial Museum; Copyright © 2004 by Wolf Gruner, assigned to the United States Holocaust Memorial Museum; Copyright © 2004 by Randolph L. Braham, assigned to the United States Holocaust Memorial Museum; Copyright © 2004 by Christopher R. Browning, assigned to the United States Holocaust Memorial Museum; Copyright © 2004 by William Rosenzweig, assigned to the United States Holocaust Memorial Museum; Copyright © 2004 by Andrej Angrick, assigned to the United States Holocaust Memorial Museum; Copyright © 2004 by Sarah B. Farmer, assigned to the United States Holocaust Memorial Museum; Copyright © 2004 by Rolf Keller, assigned to the United States Holocaust Memorial Museum Contents Foreword ................................................................................................................................................i -
Teacher Name: Dena Soled School: Hayfield Secondary School Subject Area: United States History Grade/Level: Advanced Placement 11Th Grade
Teacher Name: Dena Soled School: Hayfield Secondary School Subject Area: United States History Grade/level: Advanced Placement 11th grade Adventure of the American Mind Northern Virginia FCPS – Virginia and U. S. History Lesson Plan Era Era 6: Cold War Topic The Vietnam War Lesson Title The Impact of the Vietnam War on Popular Culture Instructional Time 2 class blocks (180 minutes) Essential Learning As a result of this lesson, students will be able to: What is the concept to be learned? What is the Demonstrate the power of American public opinion in reversing big picture? foreign policy during the Vietnam War Evaluate how music, poetry, short stories, movies, or television reflect historical events through a written research paper and oral presentation. Formulate historical questions and defend findings based on inquiry and interpretation Evaluate the authenticity, authority, and credibility of sources Identify, analyze, and interpret primary and secondary sources SBI Objectives POS/SOL by number and VUS.12b The student will demonstrate knowledge of United descriptor. States foreign policy since World War II by explaining the American role of wars in Korea and Vietnam VUS.12c The student will demonstrate knowledge of United States foreign policy since World War II by explaining the role of America’s military and veterans in defending freedom during the Cold War 1 Advanced Placement College Board Outline: 31.C.3. Foreign Policy: Vietnam quagmire 32.B.1. Vietnam: escalation and pullout Assessment How will you know that • Brainstorming Categorizing Chart (political, social, and the lesson was economic) successful? Describe what type of student • Class discussion based on document analysis using either assessments you will use Yes…But Questioning Techniques or AP PARTS to evaluate • Research paper and oral presentation understanding. -
Aftermath of Munich Strategic Priorities in British Rearmament October 1938
AFTERMATH OF MUNICH STRATEGIC PRIORITIES IN BRITISH REARMAMENT OCTOBER 1938 - AUGUST 1939. IAN RODERICK GRIMVOOD M. P h il. VAR STUDIES. 1 UMI Number: U615185 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. Dissertation Publishing UMI U615185 Published by ProQuest LLC 2014. Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code. ProQuest LLC 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 7 k - b l + - ABSTRACT, Slessor, Douglas, Spaight etal justified the Munich Agreement as providing a 'breathing space' to accelerate British rearmament. Whilst Chamberlain realised Britain's military weakness, feared a German 'knock-out blow', and underestimated the Czech Army^ His prime motive was to prevent, not postpone, a war which he abhorred. Nevertheless he realised the need to accelerate defensive measures such as fighter aircraft, anti-aircraft guns and civil defence. A n x ie tie s th a t Germany would invade Holland, s e iz in g strategic airfields and the Channel Parts, over ruled the policy of 'limited Liability'. French pressure, and Lord Halifax's support enabled Hore-Belisha to raise equipment for an enlarged field force. Chamberlain opposed conscription for fear of alienating the trade unions; whilst he believed a Ministry of Supply would lose industrialists' co-operation with rearmament and undermine economic recovery. -
1938 Annual Report
ANNUAL REPORT OF THE FEDERAL TRADE COMMISSION FOR THE FISCAL YEAR ENDED JUNE 30 1938 UNITED STATES GOVERNMENT PRINTING OFFICE WASHINGTON: 1938 For sale by the Superintendent of Documents, Washington, D. C, - - - - - - Price 15 cent. FEDERAL TRADE COMMISSION GARLAND S. FERGUSON Chairman 1 CHARLES H. MARCH EWIN L. DAVIS WILLIAM A. AYRES ROBERT E. FREER, OTIS B. JOHNSON, Secretary FEDERAL TRADE COMMISSIONERS--1915-41 Name State from which appointed Period of service Joseph E. Davies Wisconsin Mar.16, 1915-Mar. 18, 1918. Edward N. Hurley Illinois Mar.16, 1915-Jan. 31, 1917. William J. Harris Georgia Mar.16, 1915-May 31, 1918. Will H. Parry Washington Mar.16, 1915-A p r. 21, 1917. George Rublee New Hampshire Mar.16, 1915-May 14, 1916. William B. Colver Minnesota Mar.16, 1917-Sept. 25, 1920. John Franklin Fort New Jersey Mar. 16, 1917-Nov. 30,1919. Victor Murdock Kansas Sept. 4, 1917-Jan. 31, 1924. Huston Thompson Colorado Jan. 17, 1919-Sept. 25, 1926. Nelson B. Gaskill New Jersey Feb. l. 1921-Feb. 24, 1925. John Garland Pollard Virginia Mar. 6, 1920-Sept. 25, 1921. John F. Nugent Idaho Jan.15, 1921-Sept. 25, 1927. Vernon W. Van Fleet Indiana June 26, 1922-July 31, 1926. Charles W. Hunt Iowa June 16, 1924-Sept. 25,1932. William E. Humphrey Washington Feb.25, 1925-Oct. 7, 1933. Abram F. Myers Iowa Aug. 2, 1925-Jan. 15, 1929. Edgar A. McCulloch Arkansas Feb.11, 1927-Jan. 23, 1933. Garland S. Ferguson North Carolina Nov.14, 1927, Charles H. March Minnesota Feb. 1, 1929. -
British Appeasement 1936-1939: the Debate Between Parliament and the Public
University Libraries Lance and Elena Calvert Calvert Undergraduate Research Awards Award for Undergraduate Research 2017 British Appeasement 1936-1939: The Debate between Parliament and the Public Kylie D. Johnson College of Liberal Arts- History and Political Science, [email protected] Follow this and additional works at: https://digitalscholarship.unlv.edu/award Part of the Diplomatic History Commons, European History Commons, Military History Commons, Political History Commons, and the Public History Commons Repository Citation Johnson, K. D. (2017). British Appeasement 1936-1939: The Debate between Parliament and the Public. Available at: https://digitalscholarship.unlv.edu/award/31 This Research Paper is protected by copyright and/or related rights. It has been brought to you by Digital Scholarship@UNLV with permission from the rights-holder(s). You are free to use this Research Paper in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/or on the work itself. This Research Paper has been accepted for inclusion in Calvert Undergraduate Research Awards by an authorized administrator of Digital Scholarship@UNLV. For more information, please contact [email protected]. British Appeasement 1936-1939: The Debate between Parliament and the Public Kylie Johnson Dr. Michelle Tusan Johnson 2 Following the Great War, the countries in Europe were wary of another devastating war plaguing the world. The years of fighting and the immense loss of life permeated the minds of the people of the world for decades. -
Maine Alumnus, Volume 20, Number 1, October 1938
The University of Maine DigitalCommons@UMaine University of Maine Alumni Magazines University of Maine Publications 10-1938 Maine Alumnus, Volume 20, Number 1, October 1938 General Alumni Association, University of Maine Follow this and additional works at: https://digitalcommons.library.umaine.edu/alumni_magazines Part of the Higher Education Commons, and the History Commons Recommended Citation General Alumni Association, University of Maine, "Maine Alumnus, Volume 20, Number 1, October 1938" (1938). University of Maine Alumni Magazines. 497. https://digitalcommons.library.umaine.edu/alumni_magazines/497 This publication is brought to you for free and open access by DigitalCommons@UMaine. It has been accepted for inclusion in University of Maine Alumni Magazines by an authorized administrator of DigitalCommons@UMaine. For more information, please contact [email protected]. '■3s• ’..Hi ‘•v.'v B FLAG of Norfolk Virginia x - 1862 NORFOLK WAS UNDER a state of siege Before communi cation with the outside world was disrupted, the New York Life’s Home Office was notified that two of its policyholders in the city had died Prompt payments would relieve dis tress But how could they be made under these conditions^ THE OPPOSING ARMIES recognized the humanity of life ONE OF THE BENEFICIARIES later came to New York to insurance suspended hostilities allowed a representative express her appreciation She carried a letter from Mayor to pass through the lines under a flag of truce in order to es William W Lamb of Norfolk He wrote “Your prompt pay tablish a contact and make arrangements with the beneficia ment has sustained the high reputation of your Company in ries within the city of Norfolk for the payment of these claims. -
American Country Music of the Second Half of the Twentieth Century
PALACKÝ UNIVERSITY OLOMOUC FACULTY OF ARTS Department of English and American Studies Martin Hujčák AMERICAN COUNTRY MUSIC OF THE SECOND HALF OF THE TWENTIETH CENTURY Master thesis Supervisor: Mgr. Jiří Flajšar, Ph.D. Olomouc 2015 UNIVERZITA PALACKÉHO V OLOMOUCI FILOZOFICKÁ FAKULTA Katedra anglistiky a amerikanistiky Martin Hujčák AMERICKÁ COUNTRY HUDBA DRUHÉ POLOVINY 20. STOLETÍ Diplomová práca Vedúci práce: Mgr. Jiří Flajšar, Ph.D. Olomouc 2015 Prehlásenie Prehlasujem, ţe som diplomovú prácu na tému: American country music of the second half of the twentieth century vypracoval samostatne pod odborným dohľadom vedúceho diplomovej práce a uviedol som všetky pouţité podklady a literatúru. V Olomouci dňa……. ….……….. Podpis ……………………… Ďakujem vedúcemu mojej diplomovej práce Mgr. Jiřímu Flajšarovi, Ph.D. za uţitočné rady a pripomienky. Ďalej pánu doktorovi ďakujem za podnetné diskusie a trpezlivosť pri odpovedaní mojich otázok. V Olomouci 2.12.2015 Martin Hujčák Contents: Introduction ....................................................................................... 8 1 Country music background ............................................................... 10 1.1 American Folk music ..................................................................... 10 1.2 Society and the birth of Folk music ................................................ 11 1.3 Western music ................................................................................ 13 1.4 The beginning of commercial development ................................... 14 1.5 The