Spring/Summer 2019 Vol. 33 Number 2 Newsletter of the Bucks County
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The Fanlight | January-February 2011
THE FANLIGHT Vol. 21, No. 6 Monroe County Historical Association January - February 2011 Happy 175th Birthday, Monroe County! Amy Leiser, Executive Director On April 1, 1836, after nine long years of debate and discussion, created the The House created the Fulton County bill and sent the bill Monroe County was formed from pieces of land cut from to the Senate, where it failed. In 1835, the Fulton County bill was Northampton County and southern Pike County. Although settled by again resurrected, but it failed to receive the necessary number of some of the earliest-arriving European colonists, Monroe County was votes. Other petitions for names for the new county included not one of the earliest-formed counties in Pennsylvania. It was the “Evergreen” County, for the many conifer trees and “Jackson” County 53rd recognized county out of 67 statewide. Years before its official after President Andrew Jackson. Neither of these names, however, recognition as a separate entity, residents living in this developing received enough support for adoption. area petitioned the legislature to create the new county. It is unclear how exactly the name “Monroe” was suggested for the Joseph Ritner, the Governor of Pennsylvania from 1835 to 1839, with new county, but it is clear that it is an Act by the Pennsylvania General Assembly, acknowledged that named for President James Monroe. the area known as “north of the Blue Mountains of Northampton James Monroe was the fifth president County” had been settled for long enough and that its population had of the United States. He served as a grown enough to be considered an independent county. -
Ben and Us . . . Sparking the Standards
Disseminator’s Name: Gloria S. Block E-Mail Address: [email protected] School Address and Telephone: P.S. 42 380 Genesee Avenue Staten Island, NY 10312 (718) 984-3800 Program Title: Ben and Us . Sparking the Standards For more information, contact: Teachers Network IMPACT II Program Attn: Peter A. Paul 285 West Broadway New York, NY 10013 (212) 966-5582 Fax: (212) 941-1787 E-mail: [email protected] WEB SITE: www.teachersnetwork.org Ben and Us . Sparking the Standards TABLE OF CONTENTS Program Overview …………………………………….. Target Student Age/Level Major Goals Timelines Types of Assessments Lessons and Activities ………………………….………….. Part 1: Who was Benjamin Franklin? Part 2: Reading and Teaching the Novel, “Ben and Me.” Part 3: Research Report: A Famous Scientist or Inventor Part 4: Writing an Original Story . “The Inventor/Scientist and Me” Sample Worksheets ……………………………………….. ? $100 Dollar Bill Graphic Organizer ? Student Guide – Reading Response Literature Log ? Poor Richard’s Almanack Lesson and Student Handout ? Rubric for Literature Activities Resource List ………………………………………………. Bibliography ………………………………………………… Student Work Samples …………………………….……… ? ? Literature Response Log entries for Chapter 4 ? ? Essays on maxims from Poor Richard’s Almanack ? ? Literature extensions and culminating activities ? ? Outline of Chapter 7: The Scientific Method ? ? Research Reports ? ? Draft of story in process ? ? Original story PROGRAM OVERVIEW Target Student Age/Level This program has been used with fifth grade students, in a self- contained classroom. It could be adapted in grades 6 – 8, and implemented by Communication Arts, Social Studies, Science and Computer teachers as an integrated curriculum learning experience. Major Goals Benjamin Franklin said, “The doors of wisdom are never shut.” A mouse named Amos can help open those doors of wisdom and contribute knowledge, creativity and fun to a classroom. -
Benjamin Franklin (10 Vols., New York, 1905- 7), 5:167
The American Aesthetic of Franklin's Visual Creations ENJAMIN FRANKLIN'S VISUAL CREATIONS—his cartoons, designs for flags and paper money, emblems and devices— Breveal an underlying American aesthetic, i.e., an egalitarian and nationalistic impulse. Although these implications may be dis- cerned in a number of his visual creations, I will restrict this essay to four: first, the cartoon of Hercules and the Wagoneer that appeared in Franklin's pamphlet Plain Truth in 1747; second, the flags of the Associator companies of December 1747; third, the cut-snake cartoon of May 1754; and fourth, his designs for the first United States Continental currency in 1775 and 1776. These four devices or groups of devices afford a reasonable basis for generalizations concerning Franklin's visual creations. And since the conclusions shed light upon Franklin's notorious comments comparing the eagle as the emblem of the United States to the turkey ("a much more respectable bird and withal a true original Native of America"),1 I will discuss that opinion in an appendix. My premise (which will only be partially proven during the fol- lowing discussion) is that Franklin was an extraordinarily knowl- edgeable student of visual symbols, devices, and heraldry. Almost all eighteenth-century British and American printers used ornaments and illustrations. Many printers, including Franklin, made their own woodcuts and carefully designed the visual appearance of their broad- sides, newspapers, pamphlets, and books. Franklin's uses of the visual arts are distinguished from those of other colonial printers by his artistic creativity and by his interest in and scholarly knowledge of the general subject. -
Benjamin Franklin People Mentioned in Walden
PEOPLE MENTIONED IN WALDEN BENJAMIN “VERSE-MAKERS WERE GENERALLY BEGGARS” FRANKLIN1 Son of so-and-so and so-and-so, this so-and-so helped us to gain our independence, instructed us in economy, and drew down lightning from the clouds. “NARRATIVE HISTORY” AMOUNTS TO FABULATION, THE REAL STUFF BEING MERE CHRONOLOGY 1. Franklin was distantly related to Friend Lucretia Mott, as was John Greenleaf Whittier, Henry Adams, and Octavius Brooks Frothingham. HDT WHAT? INDEX THE PEOPLE OF WALDEN: BENJAMIN FRANKLIN PEOPLE MENTIONED IN WALDEN WALDEN: In most books, the I, or first person, is omitted; in this PEOPLE OF it will be retained; that, in respect to egotism, is the main WALDEN difference. We commonly do not remember that it is, after all, always the first person that is speaking. I should not talk so much about myself if there were any body else whom I knew as well. Unfortunately, I am confined to this theme by the narrowness of my experience. BENJAMIN FRANKLIN WALDEN: But all this is very selfish, I have heard some of my PEOPLE OF townsmen say. I confess that I have hitherto indulged very little WALDEN in philanthropic enterprises. I have made some sacrifices to a sense of duty, and among others have sacrificed this pleasure also. There are those who have used all their arts to persuade me to undertake the support of some poor family in town; and if I had nothing to do, –for the devil finds employment for the idle,– I might try my hand at some such pastime as that. -
Carol Sexton
Types and ShadowsShadows Journal of the Fellowship of Quakers in the Arts Issue # 54 Winter 2012-13 "Coral Vase" Ceramic, 12 x 6 x 13" high © Carol Sexton In this Issue… View art from artists who live in Indiana, North Carolina, California, Massachusetts and Pennsylva- nia: Carol Sexton, (front and back cover art), Chuck Fager, Marian Kaplun Shapiro and others. Issue # 54 Types & Shadows www.facebook.com/quakersinthearts www.fqa.quaker.org Edward Hicks: Citizen of T & S Editor Blair Seitz an “Un-Peaceable King- [email protected] 109 N 3rd Avenue dom” by Chuck Fager (guest clerk’s column) Chuck Fager © Seitz West Reading PA 19611 610-743-3950 estimony and temperament: what if they conflict? Especially in FQA Board Members a Quaker artist? Edward Hicks (1780-1849), the Quaker painter Maria Cattell of the renowned Peaceable Kingdom paintings, is a prime ex- Clerk ample of such conflict. Although he was trained and earned his [email protected] living as a painter, on few subjects was he more strongly opinionated – not to T say prejudiced--than, well, painting. He says this himself in his Memoirs: Doris Pulone Treasurer “If the Christian world was in the real spirit of Christ, I do not believe there [email protected] would be such a thing as a fine painter in Christendom. It appears clearly to Chuck Fager me to be one of those trifling, insignificant arts, which has never been of any [email protected] substantial advantage to mankind. But as the inseparable companion of vo- luptuousness and pride, it has presaged the downfall of empires and king- Phil Furnas doms; and in my view stands now enrolled among the premonitory symp- Membership [email protected] toms of the rapid decline of the American Republic.” Yet, by the apparently perverse grace of God, painting was all that Edward Blair Seitz [email protected] Hicks was ever really good at. -
Ben and Me Ben and Me Ben and Me
Ben and Me Ben and Me Independent Contract Ben and Me Independent Contract by Robert Lawson Name:___________________________ Number of activities to be completed: _______ Name:___________________________ Number of activities to be completed: _______ Writing About the Book 1. Writing 2. 7. Science 8. Science The life of Benjamin Franklin, one of the most Amos feels he and Ben need a written contract Ben Franklin had many famous friends, including When Amos changes some of the Tide Table important men in colonial times, is recorded in Ben and George Washington and Thomas Jefferson. numbers in Poor Richard’s Almanack, he does An inventor’s motivation is usually a desire to that clearly states their responsibilities. First, solve a problem. Benjamin Franklin’s home was Me by his close friend and associate Amos the mouse. they discuss their needs, and then they write Research the life of Ben Franklin to find not realize the problem it will cause. Later, Author Robert Lawson claims to have been given information about three of his friends. Then create when he and Ben are awakened by an angry freezing cold, which prompted him to invent the the contract. Amos wants food, shelter, and Franklin stove. He also invented a chair that Amos’s tiny journals in which Amos boasts of being the protection for himself and his family. Ben wants a booklet about Ben and his friends. Obtain four mob of Shipmasters whose ships have all run wisdom behind this famous man. Amos, under the cover sheets of white paper. Write the title “Ben and aground, he understands the importance of the converted into a stepladder and bifocal glasses advice and assistance from Amos. -
05-06 Annual Report TERCE NTEN NIAL ANNIVERSARY of the BIRTH of PENN’S FOUNDER
05-06 Annual Report TERCE NTEN NIAL ANNIVERSARY OF THE BIRTH OF PENN’S FOUNDER “ Tell me and I forget. Teach me and I remember. Involve me and I learn.” – Benjamin Franklin University of Pennsylvania Nondiscrimination Statement The University of Pennsylvania values diversity and seeks talented students, faculty and staff from diverse backgrounds. The University of Pennsylvania does not discriminate on the basis of race, sex, sexual orientation, gender identity, religion, color, national or ethic origin, age, dis- ability, or status as a Vietnam Era Veteran or disabled veteran in the administration of educational policies, programs or activities; admissions policies; scholarship and loan awards; athletic, or other University administered programs or employment. Questions or complaints regarding this policy should be directed to: Executive Director, Office of Affirmative Action and Equal Opportunity Programs, Sansom Place East, 3600 Chestnut Street, Suite 228, Philadelphia, PA 19104-6106 or by phone at (215) 898-6993 (Voice) or (215) 898-7803 (TDD). Table of Contents Message from the Vice President for Finance and Treasurer 5 Endowment and Investments 24 Management Responsibility for Financial Statements 29 Report of Independent Accountants 30 Statement of Financial Position 31 Statement of Activities 32 Statement of Cash Flows 33 Notes to Financial Statements 34 Trustees 52 Statutory Officers 53 Benjamin Franklin was born in Boston in 1706. At 17, he settled in Philadelphia, where he began his lifelong quest to serve humanity. A printer by trade, Franklin was also an inventor, innovator, statesman, philanthropist, writer and visionary. As a statesman, he represented Pennsylvania at the revolutionary meetings that resulted in the Declaration of Independence and the U.S. -
National Register of Historic Places Inventory
Form No. ^0-306 (Rev. 10-74) UNITED STATES DEPARTMENT OF THE INTERIOR NATIONAL PARK SERVICE NATIONAL REGISTER OF HISTORIC PLACES INVENTORY - NOMINATION FORM FOR FEDERAL PROPERTIES SEE INSTRUCTIONS IN HOWTO COMPLETE NATIONAL REGISTER FORMS TYPE ALL ENTRIES -- COMPLETE APPLICABLE SECTIONS NAME HISTORIC Independence National Historical Park AND/OR COMMON LOCATION STREET & NUMBER 313 Walnut Street CITY. TOWN CONGRESSIONAL DISTRICT t Philadelphia __ VICINITY OF STATE CODE COUNTY CODE PA 19106 CATEGORY OWNERSHIP STATUS PRESENT USE ^DISTRICT —PUBLIC —OCCUPIED —AGRICULTURE 2LMUSEUM -BUILDING(S) —PRIVATE X-UNOCCUPIED —^COMMERCIAL 2LPARK .STRUCTURE 2EBOTH —WORK IN PROGRESS —XEDUCATIONAL ^.PRIVATE RESIDENCE -SITE PUBLIC ACQUISITION ACCESSIBLE —ENTERTAINMENT —RELIGIOUS -OBJECT —IN PROCESS X-YES: RESTRICTED ^GOVERNMENT —SCIENTIFIC —BEING CONSIDERED — YES: UNRESTRICTED —INDUSTRIAL —TRANSPORTATION —NO —MILITARY —OTHER: REGIONAL HEADQUABIER REGION STREET & NUMBER CITY. TOWN STATE PHILA.,PA 19106 VICINITY OF COURTHOUSE, ____________PhiladelphiaREGISTRY OF DEEDS,ETC. _, . - , - , Ctffv.^ Hall- - STREET & NUMBER n^ MayTftat" CITY. TOWN STATE Philadelphia, PA 19107 TITLE DATE —FEDERAL —STATE —COUNTY _LOCAL CITY. TOWN CONDITION CHECK ONE CHECK ONE ^EXCELLENT —DETERIORATED —UNALTERED 2S.ORIGINALSITE _GOOD h^b Jk* SANWJIt's ALTERED _MOVED DATE. —FAIR _UNEXPOSED Description: In June 1948, with passage of Public Law 795, Independence National Historical Park was established to preserve certain historic resources "of outstanding national significance associated with the American Revolution and the founding and growth of the United States." The Park's 39.53 acres of urban property lie in Philadelphia, the fourth largest city in the country. All but .73 acres of the park lie in downtown Phila-* delphia, within or near the Society Hill and Old City Historic Districts (National Register entries as of June 23, 1971, and May 5, 1972, respectively). -
Edward & Elias Hicks
Cousins, Edward and Elias People might ask, “Who was that Quaker that painted those pictures, or perhaps what is a “Hicksite?” I’d like to get this straight from the beginning; They are asking about two different people both named Hicks; Edward Hicks was a not so famous Minister to the Religious Society of Friends, (Quakers) a mediocre farmer, and very famous American painter. It’s his painting that brought him fame but his preaching was described this way; “His testimonies were often severe… yet to the penitent, to the returning prodigal, the sinner awakened to a sense of his guilt and to the seeking children his doctrine dropped as dew.” Elias Hicks, Edward’s much older second cousin, was a not so famous farmer and carpenter but a very famous American Quaker Minister. Like cousin Edward, Elias ‘s preaching was severe but the “dew” from his sermons was on his brow. It is said he preached with such vigor he needed a handkerchief to keep himself dry. More about that later. Elias was a very self-confident person, but Edward seems to have had a self-image problem. Unlike the bold announcements that heralded a sermon by cousin Elias this is the way he notified the public of his plans to preach; “A Little Present for Friends and Friendly People: In the form of Miscellaneous Discourse By a Poor Iterate Mechanic.” Edward conveyed meaning through symbols portrayed simply. Over his lifetime he produced sixty-one known paintings with a Peaceable Kingdom message taken from the Bible, (Isaiah,11:6- 8). -
Ben Franklin: Highlighting the Printer
FEDERAL RESERVE BANK OF ST. LOUIS ECONOMIC EDUCATION Ben Franklin: Highlighting the Printer Lesson Author Jeannette Bennett, Federal Reserve Bank of St. Louis–Memphis Branch Standards and Benchmarks (see page 24) Lesson Description In this lesson, students will learn that money is an invention. They will read and analyze an essay focusing primarily on one aspect of Ben Franklin’s life—his work as a printer— and how he was an inventor and entrepreneur who also promoted the use of currency in the United States. Students will cite specific textual evidence regarding problems and solutions and will answer questions and complete a timeline. By using evidence and information gleaned from text, students will write a fictitious social-media post defending the selection of Ben Franklin’s portrait for the $100 note. Grade Level 5-8 Time Required 90-120 minutes Concepts Currency Entrepreneur Entrepreneurship Human capital Money Profit Timeline ©2012, Federal Reserve Bank of St. Louis. Permission is granted to reprint or photocopy this lesson in its entirety for educational purposes, provided the user credits the Federal Reserve Bank of St. Louis, www.stlouisfed.org/education_resources. 1 Lesson Plan Ben Franklin: Highlighting the Printer Objectives Students will be able to • differentiate between an inventor and an entrepreneur; • define entrepreneur, entrepreneurship, money, and profit; • define human capital; • explain how an investment in human capital can affect a person’s productivity and income; • identify portraits on U.S. currency; • identify important events in Ben Franklin’s printing career; • describe Ben Franklin’s entrepreneurial behaviors; • identify problems and solutions noted in an essay; and • defend the placement of Ben Franklin’s portrait on the $100 note. -
Qua~Er Thought and Life Today
Qua~er Thought and Life Today VOLUME 10 JUNE 15, 1964 NUMBER 12 @uR period h"' dedded Painter of Peaceable Kingdoms for a secular world. That was by Walter Teller a great and much-needed deci sion . .. It gave consecration and holiness to our daily life and work. Yet it excluded those deep things for which UN Experiments in Peacekeeping religion stands: the feeling for by Robert H. Cory, Jr. the inexhaustible mystery of life, the grip of an ultimate meaning of existence, and the invincible power of an uncon A Fable for Friends drtional devotion. These things cannot be excluded. If by James J. Pinney we try to expel them in their divine images, they re-emerge in demonic images. - PAUL TILLICH What About Irish Friends? by Helen F. Campbell Civil DisobediJence: A Student View THIRTY CENTS $5.00 A YEAR Letter from England 266 · FRIENDS JOURNAL June 15, 1964 Civil Disobedience-A Student View FRIENDS JOURNAL (A report by Friends' Select School seniors) N three occasions early this spring, Friends' Select School 0 in Philadelphia was presented with the gentle challenge of George Lakey, secretary of the Friends' Peace Committee. A most effective speaker, he was immediately popular, even with those who radically disapproved of his viewpoint. He attempted an explanation and defense of nonviolent civil dis obedience, both as a social tactic and as an individual ethic, illustrating his talks with such profound examples as his own Published semimonthly, on the first and fifteenth of each recent experiences in Albany, Georgia. month, at 1515 Cherry Street, Philadelphia, PennSYlvania 19102, by Friends Publishing Corporation (LO 3-7669). -
Ben Franklin: Man of Many Talents Man for the 21St Century
Independence National Historical Park Pennsylvania 2 This education program was made possible through a partnership between Independence National Historical Park and Eastern National, and through the generous support of the William Penn Foundation and a U.S. Department of Education Fund for the Improvement of Education Grant. Image Credits (front cover) Benjamin Franklin By David Rent Etter, after Charles Willson Peale, after David Martin (1835) Independence National Historical Park A Note to Teachers: These lesson plans are designed to teach students about Benjamin Franklin. Feel free to make as many copies as you need. You can also download this as a PDF from the education web page at www.nps.gov/inde. Benjamin Franklin in Philadelphia 3 Ben Franklin: Man of Many Talents Man for the 21st Century Program Goal: Students will gain an understanding of the life and times of Benjamin Franklin in a series of activities that carry Franklin‘s ideas to the present day. Each step contains two basic components: the Background Dossier and the Assignment. Individual steps may be taught in isolation or may be used together as part of a unit of study. Beginning the Program: It is recommended that teachers use one of the resources listed within these lesson plans to introduce the study of Franklin. There are several picture books listed that would work well for primary and intermediate students. Teachers at the secondary level may share portions of Franklin‘s autobiography, an excellent primary source. Primary Classrooms: Use the Background Dossier to frame steps. These sheets will provide you with information that may be shared with students orally, or may be listed on wall charts.