D. C. Emancipation Act
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Congressional Record—Senate S7453
July 14, 2009 CONGRESSIONAL RECORD — SENATE S7453 allow needed funding to be reallocated of the HELP Committee—but we have where all one sees are the benefits, to more important, pressing needs of been going through a multiweek mark- without considering the con- our military. Let’s pass a Defense au- up that I think has been characterized sequences—the law of unintended ef- thorization bill actually contains the by some very wishful thinking on the fects. For example: the totally mis- requests that our military has made. part of the majority members of that leading claim by the majority that the Madam President, $1.75 billion for the committee; namely, the hope or the new data from the Congressional Budg- F–22 has not been requested, and I wish that they can somehow not reveal et Office revealed a much lower score agree with Chairman LEVIN, Senator the very real costs and tradeoffs raised for this bill, $597 billion—a lot of MCCAIN, Presidents Obama and Bush. by their health care reform bill. I think money—while still expanding health I urge my colleagues to join in this the American people ought to become insurance coverage to 97 percent of effort to show fiscal restraint. Support more and more aware of this. Americans. This claim is the very defi- the Levin-McCain amendment. The The bill the HELP Committee is nition of ‘‘wishful thinking.’’ But facts best way to defend our country is to marking up establishes all sorts of new are stubborn things. The actual CBO listen to our military when it tells us government programs, all sorts of new numbers say this bill leaves 34 million to change the way we invest. -
Curriculum Maps
Curriculum Maps Teaneck Social Studies Curriculum Grades 2, 4, 5, & 7 To the New Jersey Amistad Web-Based Curriculum Prepared by: Marisa M. King, Ed.D. Supervisor of Social Studies, Business & Practical Arts February 8, 2012 The New Jersey Amistad Curriculum Teaneck Social Studies Curriculum Gr. 2 The second grade curriculum focuses on the study of Community, Map Skills, Native Americans, Exploring the U.S. and Exploring the World. Note: Unit 1 in the Teaneck curriculum Unit 1- Communities engages students in the study of a variety Students will be able to explore their community of communities, community leadership, and compare it to other communities. transportation, and communication within the community. Objective 1: What is Social Studies? Students will be able to define Social Studies. Students will be able to recognize Social Studies components. Objective 2: Using Atlases, Globes and Maps Students will be able to recognize the different parts of an atlas, globe and map. Objective 3: Rules, Laws and Local Governments Students will be able to distinguish between rules and laws. Students will be able to identify the responsibilities of local government. Objective 4: Local Government Students will be able to: Define government. Discuss who makes and enforces community laws. Identify other responsibilities of local government. Objective 5: Places in Communities Students will be able to list places found in communities. Objective 6: Places in Communities Students will be able to classify places in communities into six categories. Objective 7: Comparing Communities Students will be able to compare their own community with another community. Generalize about features of all communities. -
THOLOS Spring 2018
VOLUME VOLUME 8 SPRING 2018 FEATURE: EVOLUTION OF WOMEN IN ART AT THE U.S. CAPITOL COOL TOOLS: BUMP CAPS PROFILE IN HISTORY: JOB W. ANGUS FEATURE: An in-depth look at the evolution of women in 6 art at the U.S. Capitol. In This Issue 15 1 ARCHITECT’S NOTEBOOK BEHIND THE SCENES: Learn more about how our 2 PROFILE IN HISTORY employees care for the historic Job W. Angus floors in the Senate. 6 FEATURE The Evolution of Women in Art at the U.S. Capitol 15 BEHIND THE SCENES Restoration and Care of Historic Marble Floors BY THE NUMBERS: 17 BY THE NUMBERS A look at the Capitol Visitor Center’s busiest season. Capitol Visitor Center 20 COOL TOOLS Making Heads Safer, 17 One Bump Cap at a Time COOL TOOLS: Read how this cool cap is keeping Capitol Building employees safer. COVER: A detailed view of the U.S. Capitol’s Statue of Freedom. 20 Photo illustration by Michael Dunn Photo by James Rosenthal ARCHITECT’S NOTEBOOK Finding Comfort In Balance t is human nature to try to find order and balance in and is topped off with intricate details of the entablature our surroundings. One of the ways I do this in my with its projecting cornice. own life is to be as organized as possible. My desk Architectural balance is also often achieved through Iis proof of this as it is always arranged neatly with symmetry. In the Main Reading Room, the art, decoration nothing out of place. This gives me a sense of ease so I and sculpture reinforce a sense of order by the strong can focus on other tasks at hand. -
Philip Reid and Freedom
CAPITOL VISITOR CENTER TEACHERTEACHER LESSONLESSON PPLANLAN Philip Reid aNd FreedoM Introduction The U.S. Capitol was constructed by many laborers – free and enslaved. This activity introduces students to Philip Reid, an enslaved laborer who helped to complete the making and installation of the statue of Freedom on top of the Capitol Dome. Construction of the dome continued through the Civil War and the dome was topped with the statue of Freedom in December 1863. Students learn about an enslaved laborer and his contribution to the building of the Capitol while contemplating how freedom is depicted in art and architecture. While intended for 8th grade students, the lesson can be adapted for other grade levels. 1 TEACHER LESSON PLAN: PHILIP REID AND FREEDOM CAPITOL VISITOR CENTER TEACHER LESSON PLAN National Standards National Standards for Arts Education Visual Art Standards, grades 5-8 • Content Standard 2: Using knowledge of structures and functions • Content Standard 3: Choosing and evaluating a range of subject matter, symbols and ideas • Content Standard 4: Understanding the visual arts in relation to history and cultures • Content Standard 6: Making connections between visual arts and other disciplines Common Core State Standards for English Language Arts, grade 8 • Reading Informational Text 1, 2 • Speaking and Listening 1, 4 Common Core State Standards for Literacy in History/Social Studies, grade 8 • Reading 2, 4 • Writing 4 Learning Skills Research, building vocabulary, storytelling, creative writing, observation and analyzing -
United States Capitol VISITOR Guide WELCOME to the U.S
United States Capitol VISITOR GUide WELCOME TO THE U.S. CAPITOL our visit to the GUIDED TOURS OF THE U.S. CAPITOL historic U.S. Guided tours of the U.S. Capitol begin at the Orientation Theaters on Capitol begins the lower level of the Capitol Visitor Center. “Out of Many, One,” Yas you enter the Capitol a 13-minute film, illustrates how this country established a new form Visitor Center. With of government; highlights the vital role that Congress plays in the its soaring spaces and daily lives of Americans; and introduces you to the building that skylight views of the houses the U.S. Congress. Capitol Dome, the Tours are free and are offered Capitol Visitor Center throughout the day between welcomes you on a 8:30 a.m. – 3:30 p.m., Monday – journey of discovery. The Saturday. Tour passes are required. U.S. Capitol is home to the U.S. Congress and its The Apotheosis of George Washington Advance Passes: Tours may two legislative bodies, the be booked in advance online at U.S. House of Representatives and the U.S. Senate. Through www.visitthecapitol.gov, through films, exhibits, and tours, you will learn about how Congress the offices of your Senators or works, how this magnificent building was built, and how Representative, or through the citizens can participate in this extraordinary experiment called Office of Visitor Services by representative democracy. calling 202.226.8000. The U.S. Capitol stands as a monument to the American people. Same-Day Passes: A limited number of passes are available each It is where the issues facing the nation are considered, debated, day at the Information Desks in Emancipation Hall on the lower level and written into law. -
Extensions of Remarks E1757 EXTENSIONS of REMARKS
December 2, 2013 CONGRESSIONAL RECORD — Extensions of Remarks E1757 EXTENSIONS OF REMARKS IN RECOGNITION OF CAMDEN, AR- has earned his sixth Sprint Cup championship, Judge Allen’s service to children and fami- KANSAS’S AEROJET further securing his spot in racing history. lies does not stop in the courtroom. Judge ROCKETDYNE EMPLOYEES North Carolina’s Eighth Congressional Dis- Allen serves on the Michigan Committee on trict is home to many of NASCAR’s greatest Juvenile Justice, a 15 member committee fo- HON. TOM COTTON teams and, without a doubt, some of cused on implementing and improving effec- OF ARKANSAS NASCAR’s biggest fans. The Charlotte Motor tive juvenile justice policies and programs. Speedway, one of the premiere tracks where She is also an active member of the Michigan IN THE HOUSE OF REPRESENTATIVES NASCAR races, sits in my hometown of Con- Probate Judges Association, serving as the Monday, December 2, 2013 cord, North Carolina. Chair of the Juvenile and Adoption Committee, Mr. COTTON. Mr. Speaker, I rise today to Jimmie Johnson, his No. 48 Lowes team, and Juvenile Issues Committee. recognize the nearly 525 employees at Aerojet and Hendrick Motorsports skillfully clinched Judge Dorene Allen’s many successes, con- Rocketdyne’s Camden, Arkansas, production the Sprint Cup title, swiftly leaving other teams tinued dedication to public service, and ongo- facility and their upcoming achievement of the in the rearview mirror. But more than a cham- ing commitment to the families of the State of milestone shipment of their 2,000th PAC–3 pion driver, Jimmie uses his platform as one Michigan distinguish her as a deserving recipi- Solid Rocket Motor and 400,000th PAC–3 Alti- of the best drivers in NASCAR history to as- ent of the Daniel J. -
African American Heritage Trail Washington, DC Dear Washingtonians and Visitors
African American Heritage Trail Washington, DC Dear Washingtonians and Visitors, Welcome to the African American Heritage Trail for Washington, DC! It is my honor to present this latest edition of the guide to the inspiring history of African Americans in this world-class city. From Benjamin Banneker’s essential role in the survey of the District in 1791, to the Reverend Dr. Martin Luther King, Jr.’s “I Have a Dream” speech at the Lincoln Memorial in 1963 and beyond, African Americans have made DC a capital of activism and culture. John H. Fleet, a physician, teacher, and abolitionist, called Georgetown home. Ralph J. Bunche, a professor, United Nations negotiator, and Nobel Peace Prize recipi- ent settled in Brookland. Anthony Bowen, an abolitionist, community leader, and Underground Railroad conductor changed the world from a modest home in Southwest. Washington is where advisor to U.S. presidents Mary McLeod Bethune, activist A. Phillip Randolph, poet Paul Laurence Dunbar, and visual artist Lois Mailou Jones all lived and made their careers. On the African American Heritage Trail, you’ll see important sites in the lives of each of these remarkable people. You’ll also encounter U Street, long a hub for African American theater and music; Howard University, the flagship of African American higher education; and Anacostia, a historic black suburb once home to Frederick Douglass. Alongside these paragons of American history and culture, generations of African Americans from all walks of life built strong communities, churches, businesses, Front cover: Esquisse for Ode to Kinshasa by Lois Mailou Jones, and other institutions that have made DC the vital city Museum of Women in the Arts; George E.C. -
United States Capitol VISITOR Guide WELCOME to the U.S
United States Capitol VISITOR GUide WELCOME TO THE U.S. CAPITOL our visit to the GUIDED TOURS OF THE U.S. CAPITOL historic U.S. Guided tours of the U.S. Capitol begin at the Orientation Theaters on Capitol begins the lower level of the Capitol Visitor Center. “Out of Many, One,” Yas you enter the Capitol a 13-minute film, illustrates how this country established a new form Visitor Center. With of government; highlights the vital role that Congress plays in the its soaring spaces and daily lives of Americans; and introduces you to the building that skylight views of the houses the U.S. Congress. Capitol Dome, the Tours are free and are offered Capitol Visitor Center throughout the day between welcomes you on a 8:40 a.m. – 3:20 p.m., Monday – journey of discovery. The Saturday. Tour passes are required. U.S. Capitol is home to the U.S. Congress and its The Apotheosis of George Washington Advance Passes: Tours may two legislative bodies, the be booked in advance online at U.S. House of Representatives and the U.S. Senate. Through www.visitthecapitol.gov, through films, exhibits, and tours, you will learn about how Congress the offices of your Senators or works, how this magnificent building was built, and how Representative, or through the citizens can participate in this extraordinary experiment called Office of Visitor Services by representative democracy. calling 202.226.8000. The U.S. Capitol stands as a monument to the American people. Same-Day Passes: A limited number of passes are available each It is where the issues facing the nation are considered, debated, day at the Information Desks in Emancipation Hall on the lower level and written into law. -
NEW ORLEANS NOSTALGIA Remembering New Orleans History, Culture and Traditions by Ned Hémard
NEW ORLEANS NOSTALGIA Remembering New Orleans History, Culture and Traditions By Ned Hémard Two Square Guys Mariè-Joseph-Paul-Yves-Roche-Gilbert du Motier, the Marquis de La Fayette, the French hero of the American Revolution, was honored with a public square named in his honor. Lafayette Square was used as a graveyard, a racetrack, a bivouac, a slave market and the site of many celebrations and political protests. Mills Statue of Jackson in Lafayette Square, Washington, D. C. But this is not the Lafayette Square in New Orleans, but the one in Washington, D. C. Once a part of the “pleasure grounds” of the Presidential Mansion, Thomas Jefferson separated this park area from the White House grounds in 1804 when he had Pennsylvania Avenue cut through. There is a statue of Lafayette in the square, but the most prominent statue (directly in the center) is the equestrian statue of Andrew Jackson by sculptor Clark Mills. On January 8, 1853 (after being cast in bronze less than a mile away), it was the first equestrian statue to be erected in the United States. And it is all too familiar to New Orleanians, for it is identical to the one in Jackson Square in the French Quarter. Jackson Square, at the heart of the new city laid out by Adrien de Pauger, was first known as Place d’Armes. Under the Spanish it was referred to as Plaza de Armas, and the Creole citizenry also called it Place Publique. The square witnessed the transfer of Louisiana from the French to the United States in 1803, and in 1825 the Marquis de Lafayette it was visited the historic square. -
Andrew Jackson CCSS.RH.11-12.2
Teaching with Primary Sources Lesson Outline Grade Level: 11-12 Standard(s) or CCSS.ELA-LITERACY.RH.11-12.2 Objectives: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. Library of Congress or Morris Special Collections Resources: http://www.loc.gov/pictures/collection/app/item/2003689290 Topic Background: A patriotic print dedicated by the publisher to the "Defenders of the Union." At left, Union troops march toward the U.S. Capitol. An officer on a spirited white horse brings up the rear. In the left middle ground is Clark Mills's equestrian statue of Andrew Jackson. In the foreground a group of Union patriots, including women, children, soldiers, and sailors, gather round a flagpole on which an American flag has just been raised. Directly behind the flag is an equestrian statue of George Washington (also by Clark Mills). Soldiers, waving their hats and cheering, enter from the right, led by two drummer boys Excerpted from http://www.loc.gov/pictures/collection/app/item/2003689290 Source(s) Used: This painting was done in May 1861. It was published in American Public Prints. The painting is done by William Winner. Answer Key: 1. B 2. C Created as part of the Assessing with Primary Sources Project Teaching with Primary Sources @ Southern Illinois University Carbondale, IL Raising the Flag, 1861 1. Which sentence would be most important to understanding the central theme of this painting? CCSS.ELA-LITERACY.RH.11-12.2 A. This painting shows people trying to take down the United States in May, 1861. -
Capitol Buildings and Grounds
CAPITOL BUILDINGS AND GROUNDS UNITED STATES CAPITOL OVERVIEW OF THE BUILDING AND ITS FUNCTION The United States Capitol is among the most architecturally impressive and symbolically important buildings in the world. It has housed the meeting chambers of the Senate and the House of Representatives for almost two centuries. Begun in 1793, the Capitol has been built, burnt, rebuilt, extended, and restored; today, it stands as a monument not only to its builders but also to the American people and their government. As the focal point of the government's Legislative Branch, the Capitol is the centerpiece of the Capitol Complex, which includes the six principal Congressional office buildings and three Library of Congress buildings constructed on Capitol Hill in the 19th and 20th centuries. In addition to its active use by Congress, the Capitol is a museum of American art and history. Each year, it is visited by an estimated seven to ten million people from around the world. A fine example of 19th-century neoclassical architecture, the Capitol combines function with aesthetics. Its designs derived from ancient Greece and Rome evoke the ideals that guided the Nation's founders as they framed their new republic. As the building was expanded from its original design, harmony with the existing portions was carefully maintained. Today, the Capitol covers a ground area of 175,170 square feet, or about 4 acres, and has a floor area of approximately 161¤2 acres. Its length, from north to south, is 751 feet 4 inches; its greatest width, including approaches, is 350 feet. Its height above the base line on the east front to the top of the Statue of Freedom is 287 feet 51¤2 inches; from the basement floor to the top of the dome is an ascent of 365 steps. -
John Caldwell Calhoun (1782–1850)
John Caldwell Calhoun (1782–1850) John Caldwell Calhoun served as both a hen artist Constantino Brumidi designed the walls U.S. representative and senator from South of the Senate Reception Room in the mid-19th cen- Carolina, and as the seventh vice presi dent of the United States. Calhoun was tury, he planned five decorative plaster panels, each born near Calhoun Mills, Abbeville District to contain portraits of “illustrious men.” Brumidi (now Mount Carmel, McCormick County), never completed the mural decorations for the room, South Carolina. After practicing law, and and the ovals remained blank. In 1955, by resolution of the U.S. Senate, serving in the state house of representa W tives from 1808 to 1809, Calhoun was a committee was created to choose five outstanding former senators elected to the U.S. House of Representa- whose likenesses would fill the ovals. Senator John F. Kennedy of Mass tives in 1810. There he became one of Speaker Henry Clay’s principal lieutenants achusetts chaired the committee as it sought counsel from historians, and a leader of the warhawks, a group of political scientists, and senators. From more than 60 nominees, the com young congressmen who advocated war mittee unanimously selected three 19th-century senators: Henry Clay of with Great Britain. As chairman of the House Foreign Affairs Committee, Calhoun Kentucky (p. 72), Daniel Webster of Massachusetts (p. 418), and John introduced the declaration of war against C. Calhoun of South Carolina. It also chose two 20th-century senators, Britain in June 1812. He served as secre- Robert M. La Follette, Sr., of Wisconsin (p.