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Chapter 13: Settling the West, 1865-1900
The Birth of Modern America 1865–1900 hy It Matters Following the turmoil of the Civil War and W Reconstruction, the United States began its transformation from a rural nation to an indus- trial, urban nation. This change spurred the growth of cities, the development of big busi- ness, and the rise of new technologies such as the railroads. New social pressures, including increased immigration, unionization move- ments, and the Populist movement in politics, characterized the period as well. Understanding this turbulent time will help you understand similar pressures that exist in your life today. The following resources offer more information about this period in American history. Primary Sources Library See pages 1052–1053 for primary source Coat and goggles worn in a readings to accompany Unit 5. horseless carriage Use the American History Primary Source Document Library CD-ROM to find additional primary sources about the begin- nings of the modern United States. Chicago street scene in 1900 410 “The city is the nerve center of our civilization. It is also the storm center.” —Josiah Strong, 1885 Settling the West 1865–1900 Why It Matters After the Civil War, a dynamic period in American history opened—the settlement of the West. The lives of Western miners, farmers, and ranchers were often filled with great hardships, but the wave of American settlers continued. Railroads hastened this migration. During this period, many Native Americans lost their homelands and their way of life. The Impact Today Developments of this period are still evident today. • Native American reservations still exist in the United States. -
American Heritage Day
American Heritage Day DEAR PARENTS, Each year the elementary school students at Valley Christian Academy prepare a speech depicting the life of a great American man or woman. The speech is written in the first person and should include the character’s birth, death, and major accomplishments. Parents should feel free to help their children write these speeches. A good way to write the speech is to find a child’s biography and follow the story line as you construct the speech. This will make for a more interesting speech rather than a mere recitation of facts from the encyclopedia. Students will be awarded extra points for including spiritual application in their speeches. Please adhere to the following time limits. K-1 Speeches must be 1-3 minutes in length with a minimum of 175 words. 2-3 Speeches must be 2-5 minutes in length with a minimum of 350 words. 4-6 Speeches must be 3-10 minutes in length with a minimum of 525 words. Students will give their speeches in class. They should be sure to have their speeches memorized well enough so they do not need any prompts. Please be aware that students who need frequent prompting will receive a low grade. Also, any student with a speech that doesn’t meet the minimum requirement will receive a “D” or “F.” Students must portray a different character each year. One of the goals of this assignment is to help our children learn about different men and women who have made America great. Help your child choose characters from whom they can learn much. -
Handout - Excerpt from Life and Adventures of Nat Love Nat Love Was Born Into Slavery in 1854 in Davidson, Tennessee
Handout - Excerpt from Life and Adventures of Nat Love Nat Love was born into slavery in 1854 in Davidson, Tennessee. After the Civil War, he was released from slavery and worked on a family farm before moving to Dodge City, Kansas, to become a cowboy. Love’s time driving cattle made him into a folk legend, and he became known as “Deadwood Dick.” The following excerpt comes from Chapter 6 of Love’s memoir, entitled Life and Adventures of Nat Love. We were compelled to finish our journey home almost on foot, as there were only six horses left to fourteen of us. Our friend and companion who was shot in the fight, we buried on the plains, wrapped in his blanket with stones piled over his grave. After this engagement with the Indians I seemed to lose all sense as to what fear was and thereafter during my whole life on the range I never experienced the least feeling of fear, no matter how trying the ordeal or how desperate my position. The home ranch was located on the Palo Duro river in the western part of the Pan Handle, Texas, which we reached in the latter part of May, it taking us considerably over a month Nat Love to make the return journey home from Dodge City. I remained in the employ of the Duval outfit for three years, making regular trips to Dodge City every season and to many other places in the surrounding states with herds of horses and cattle for market and to be delivered to other ranch owners all over Texas, Wyoming and the Dakotas. -
Nat Love 1854 – 1921 Story: R. Alan Brooks Art: Cody Kuehl Discussion Questions: 3-5Th Grade
Nat Love 1854 – 1921 Story: R. Alan Brooks Art: Cody Kuehl Discussion Questions: 3-5th Grade • When you think of a cowboy, what do you see in your mind? What do they wear? What do they do with their day? • What do you want to be when you grow up? What would you do if someone told you that you are not allowed to do that? • Why did the members of the Pima Tribe let Nat go when they caught him? What does it mean to have respect for another person? • How does the comic make Nat’s experiences come to life? Which pictures show him engaging in an exciting activity? MS • Nat Love was born a slave and, as such, was not allowed to learn to read. Why do you suppose that law existed? • In the second panel of the first page, Nat says “a lot of folks dispute the facts of my life, saying it’s all too incredible to be true.” Are there any parts of this story that you find hard to believe? • Nat Love took the name “Deadwood Dick.” What would your cowboy name be if you could choose it for yourself? • In both the fifth panel of the first page and the second panel of the second page, Nat is shown firing his gun from horseback. How does including two images that are so similar to one another enhance your understanding of the character? HS • The artwork of this comic contains a lot of thick lines and an abundance of deep shading. How does this style inform the tone of the story being told here? • Why do you suppose that people today do not believe, as Nat points out in the comic, that there were any African American cowboys? • Not only was Nat literate, he wrote a book about his life. -
Nat Love's Autobiography, 1907
When I arrived the town was full of cowboys Life and Adventures of Nat Love from the surrounding ranches, and from Texas (Nat Love’s Autobiography, 1907) and other parts of the west. Kansas was a great Chapter 6 excerpt- Becoming a Cowboy cattle center and market, with many wild cowboys, prancing horses of which I was very fond, and the wild life generally. They all had It was on the tenth day of February, 1869, that I left the old home, near Nashville, their attractions for me, and I decided to try for a Tennessee. I was at that time about fifteen years place with them. Although it seemed to me I had old, and though while young in years the hard met with a bad outfit, at least some of them, I work and farm life had made me strong and watched my chances to get to speak with them. I hearty, much beyond my years, and I had full wanted to find someone whom I thought would confidence in myself as being able to take care of give me a civil answer to the questions I wanted myself and making my way. to ask, but they all seemed too wild around town, so the next day I went out where they I at once struck out for Kansas of which I had were in camp. heard something. And I believed it was a good Approaching a party who were eating their place in which to seek employment. It was in the breakfast, I got to speak with them. -
Am AMERICAN HERITAGE
AMERICANAm HERITAGE DAY DEAR PARENTS, Each year the elementary school students at Valley Christian Academy prepare a speech depicting the life of a great American man or woman. The speech is written in the first person and should include the character’s birth, death, and major accomplishments. Parents should feel free to help their children write these speeches. A good way to write the speech is to find a child’s biography and follow the story line as you construct the speech. This will make for a more interesting speech rather than a mere recitation of facts from the encyclopedia. Students will be awarded extra points for including spiritual application in their speeches. Please adhere to the following time limits. K-1 Speeches must be 1-3 minutes in length with a minimum of 175 words. 2-3 Speeches must be 2-5 minutes in length with a minimum of 350 words. 4-6 Speeches must be 3-10 minutes in length with a minimum of 525 words. Students will give their speeches in class. They should be sure to have their speeches memorized well enough so they do not need any prompts. Please be aware that students who need frequent prompting will receive a low grade. Also, any student with a speech that doesn’t meet the minimum requirement will receive a “D” or “F.” Students must portray a different character each year. One of the goals of this assignment is to help our children learn about different men and women who have made America great. Help your child choose characters from whom they can learn much, and look for spiritual applications that can be learned from the person’s life. -
October 2008
MercantileEXCITINGSee section our NovemberNovemberNovember 2001 2001 2001 CowboyCowboyCowboy ChronicleChronicleChronicle(starting on PagepagePagePage 90) 111 The Cowboy Chronicle~ The Monthly Journal of the Single Action Shooting Society ® Vol. 21 No. 10 © Single Action Shooting Society, Inc. October 2008 HALL OF FAME INDUCTEES – 2008 q By Tex, SASS #4 q ach year the Hall of Fame tee deliberates its selections, we committee searches for find there are many who are E the most deserving indi- deserving, far more than can be viduals and organizations accommodated in a single year. that have had a lasting impact of The committee’s list continues to the sport of Cowboy Action grow and evolve, and this year’s Shooting™. Long-term support list is particularly pleasing, con- for the game we play, excellence sisting of a long time, influential in competition, those who have Cowboy Action vendor, some top established significant regional shooters, those who have helped activities, and even those who shape Cowboy Action as we have invented many of the prac- know it today, and long-term tices, procedures, and sayings we supporters of our sport. SASS is all take for granted today are very proud of the five inductees candidates. And, as the commit- highlighted below. COUNTRY FIRST REGISTER BOB and THE DURANGO TO BECKY MUNDEN KID VOTE SASS Cowboy Chronicle In This Issue BLACK JACK TAYLOR’S & COMPANY McGINNIS Keeping the Legend Alive SAN QUINTON 64 WINCHESTER ‘76 REPRODUCTION See INDUCTEES Bios on pages 71, 72, 73 by Blackthorne Billy 74 END OF TRAIL MOUNTED CHAMPIONSHIP by Wildcat Kate C h C 82 8TH ANNUAL REVENGE r o OF MONTEZUMA o w by Haycamp n b i o 23255 La Palma Avenue 84 UTAH BLACKPOWDER c y Yorba Linda, California 92887 CHAMPIONSHIP l by Cowboy Murder’n Maude e www.sassnet.com Page 2 Cowboy Chronicle October 2008 October 2008 Cowboy Chronicle Page 3 Page 4 Cowboy Chronicle October 2008 October 2008 Cowboy Chronicle Page 5 The Cowboy CCONTENTSONTENTS Chronicle 1 ON THE COVER Hall Of Fame Inductees - 2008 . -
Download Abstracts
52nd Annual Meeting Technical Abstracts Oral and Poster Presentations The American Society for Enology and Viticulture San Diego, California June 28 - 30, 2001 Copyright © 2001. All abstracts herein appear as submitted by the author(s). The American Society for Enology and Viticulture is not responsible for incorrect listings or typographical errors. The ASEV Annual Meeting and related documents are the property of the American Society for Enology and Viticulture. Reproduction of any part of the ASEV Annual Meeting in any form without written consent is strictly prohibited. All presentations of any form are exclusive and released only to the ASEV and its recording contractor for reproduction in any format including electronic/internet distribution. The ASEV is not responsible for statements or opinions printed in its publications; they represent the views of the authors or persons to whom they are credited and are not binding on the ASEV as a whole. The mention of products or services in the ASEV 52nd Annual Meeting Technical Abstracts does not imply endorsement of these or other products. Alphabetical Listing of Presenting Authors These abstracts in approximate order of presentation as noted in our conference program. There are no abstracts for the Experimental Design Workshop. *indicates Poster Presentation Agosin, E. ............................................. 43 Kupina, S. ........................................... *54 Agüero, C. ............................... *74, *75 López, I............................................... *65 -
Journal of Arizona History Index
Index to the Journal of Arizona History, K-L Arizona Historical Society, [email protected] 480-387-5355 NOTE: the index includes two citation formats. The format for Volumes 1-5 is: volume (issue): page number(s) The format for Volumes 6 -54 is: volume: page number(s) K Ka-ah-te-ney (Apache warrior) 42:102 Kabotie, Fred, autobiography of, reviewed 19:429-30 Kachina and the Cross: Indians and Spaniards in the Early Southwest, by Carroll L. Riley, reviewed 42:110-11 Kachina and the White Man: The Influences of White Culture on the Hopi Kachina Cult, by Frederick J. Dockstader, reviewed 28:314-16 Kachina dances 30:441 Kachina Dolls: The Art of Hopi Carvers, by Helga Teiwes, reviewed 34:327-28 Kachina Heights Ski Area See Arizona Snowbowl Kachina Peaks Wilderness 47:184 Kadota Fig Cannery 32:277 Kadota fig industry 33:280 Kaedine (Apache Leader) 27:80, 90 n. 4 Kaemlein, Wilma, book coedited by, reviewed 28:202-4 1 Index to the Journal of Arizona History, K-L Arizona Historical Society, [email protected] 480-387-5355 Kaestle, Carl 46:100 Ka-e-ten-a See Kayetenna Kah-a-mana (Hopi Indian) 52:27 n. 16 Kahlenberg, Mary Hunt, book coauthored by, reviewed 19:335-37 Kahn, Ava F., book edited by, reviewed 45:325-26 Kaibab 54:360 Kaibab Estates 39:172 Kaibab Limestone 17:24-25, 47 Kaibab Lodge 54:372; See also V.T. Ranch Hotel Kaibab Lumber Company 44:382 Kaibab National Forest 29:75, 76; 43:41-64, 216; 44:5; 50:213; 51:365; 54:360, 368 Kaibab Plateau 19:362, 379-80; 40:417; 41:11; 45:5; 51:151 nn. -
Chapter 8: Settling the West, 1865-1900
The Birth of Modern America 1865–1900 hy It Matters Following the turmoil of the Civil War and W Reconstruction, the United States began its transformation from a rural nation to an indus- trial, urban nation. This change spurred the growth of cities, the development of big busi- ness, and the rise of new technologies such as the railroads. New social pressures, including increased immigration, unionization move- ments, and the Populist movement in politics, characterized the period as well. Understanding this turbulent time will help you understand similar pressures that exist in your life today. The following resources offer more information about this period in American history. Primary Sources Library Coat and goggles worn in a See pages 932–933 for primary source horseless carriage readings to accompany Unit 3. Use the American History Primary Source Document Library CD-ROM to find additional primary sources about the Chicago street scene in 1900 beginnings of the modern United States. 282 “The city is the nerve center of our civilization. It is also the storm center.” —Josiah Strong, 1885 Settling the West 1865–1900 Why It Matters After the Civil War, a dynamic period in American history opened—the settlement of the West. The lives of Western miners, farmers, and ranchers were often filled with great hardships, but the wave of American settlers continued. Railroads hastened this migration. During this period, many Native Americans lost their homelands and their way of life. The Impact Today Developments of this period are still evident today. • Native American reservations still exist in the United States. -
DIVERSIDADE GENÉTICA DE ACESSOS DO BANCO ATIVO DE GERMOPLASMA DE Vitis Spp
INSTITUTO AGRONÔMICO PROGRAMA DE PÓS-GRADUAÇÃO AGRICULTURA TROPICAL E SUBTROPICAL DIVERSIDADE GENÉTICA DE ACESSOS DO BANCO ATIVO DE GERMOPLASMA DE Vitis spp. DO INSTITUTO AGRONÔMICO GEOVANI LUCIANO DE OLIVEIRA Orientadora: Dra. Mara Fernandes Moura Coorientadora: Dra. Lívia Moura de Souza Dissertação apresentada como requisito para a obtenção do título de Mestre em Agricultura Tropical e Subtropical, Área de Concentração em Genética, Melhoramento Vegetal e Biotecnologia. Campinas, SP 2020 Ficha elaborada pela bibliotecária do Núcleo de Informação e Documentação do Instituto Agronômico O48d Oliveira, Geovani Luciano de Diversidade genética de acessos do banco ativo de germoplasma de Vitis spp. do Instituto Agronômico / Geovani Luciano de Oliveira. Campinas, 2020. 101 fls. Orientadora: Mara Fernandes Moura Co-orientadora: Lívia Moura de Souza Dissertação (Mestrado) Agricultura Tropical e Subtropical – Instituto Agronômico 1. Melhoramento genético. 2. Coleção nuclear . 3. Recursos genéticos 3. Marcador molecular 4. SSR. I. Moura, Mara Fernandes II. Souza, Lívia Moura de III. Título CDD. 574.182 ii DEDICO A Deus e a minha família por serem minha base. Em especial aos meus pais, Adelar Bueno de Oliveira e Eva Maria de Oliveira. iii AGRADECIMENTOS Primeiramente a Deus, por ter me dado saúde, força e ânimo durante essa etapa e por ter permitido mais esta vitória. Aos meus pais Adelar e Eva, pelo amor, incentivo е apoio incondicional. Agradeço por toda ajuda que me deram durante a realização deste trabalho. Ao meu irmão Gustavo, pelo companheirismo e apoio durante toda a vida. A minha namorada Bianca, por acreditar em mim e em meu potencial, pela compreensão, carinho e atenção. Obrigado por ser essa pessoa incrível, agradeço a Deus todos os dias por ter você em minha vida. -
The Identification of Interspecific Hybrids Between Jaeger 70 X Vignoles Grapes Using SSR Markers
BearWorks MSU Graduate Theses Summer 2018 The Identification of Interspecific Hybrids between Jaeger 70 X Vignoles Grapes Using SSR Markers Carl William Knuckles IV Missouri State University, [email protected] As with any intellectual project, the content and views expressed in this thesis may be considered objectionable by some readers. However, this student-scholar’s work has been judged to have academic value by the student’s thesis committee members trained in the discipline. The content and views expressed in this thesis are those of the student-scholar and are not endorsed by Missouri State University, its Graduate College, or its employees. Follow this and additional works at: https://bearworks.missouristate.edu/theses Part of the Molecular Genetics Commons, and the Viticulture and Oenology Commons Recommended Citation Knuckles, Carl William IV, "The Identification of Interspecific Hybrids between Jaeger 70 X Vignoles Grapes Using SSR Markers" (2018). MSU Graduate Theses. 3304. https://bearworks.missouristate.edu/theses/3304 This article or document was made available through BearWorks, the institutional repository of Missouri State University. The work contained in it may be protected by copyright and require permission of the copyright holder for reuse or redistribution. For more information, please contact [email protected]. THE IDENTIFICATION OF INTERSPECIFIC HYBRIDS BETWEEN JAEGER 70 X VIGNOLES GRAPES USING SSR MARKERS A Master’s Thesis Presented to The Graduate College of Missouri State