AMERICAN EXPERIENCE Presents Ripley: Believe It Or Not
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Third Quarter 2021
THIRD QUARTER 2021 IN THIS ISSUE: • 3rd District Secre- tary’s Letter • 3rd District News • From your 3rd Dis- trict Cultural Director • Charitable Giving • Heritage and Culture NEWSLETTER FOR MEMBERS AND FRIENDS OF THE 3rd DISTRICT • On the Road in the 3rd District • Viking History • Scandinavian American Spotlight June 2021 Presidents Message As I sit here on Flag Day and think about what message I should send out for July, I am thinking about what life was supposed to be like last year in the summertime. First of all, I hope this note finds you and your family safe and healthy. Then I think about the losses some have endured from financial security to the lives of loved ones. I think about the fact that we are an organization of kindness and compassion. These are some of the finest qualities I find about our rd3 District. HAPPY FOURTH OF JULY !!!! I hope everyone has an exciting Fourth planned this year. While you are enjoying the hot dogs and hamburgers, we can celebrate the birth of this wonderful nation we are privileged to live in. Some of our lodges are taking the summer months off for mem- bers to visit with family and friends, now that the states are opening up after this 15 month of isolation. Some lodges are having summer picnics and kubb tournaments, group visits to the ball park. Whatever you are doing stay safe, stay cool, remember the suntan lotion and have a wonderful summer. Thank you all for your encouraging words to me and your 3D board, your support, and understanding. -
Education Packet Grades K-5
Education Packet Grades K-5 Ripley’s Believe It or Not! Key West features an incredible collection of over 550 UNIQUE, BIZARRE and INCREDIBLE artifacts in 13 galleries. Our goal is to INSPIRE, INTRIGUE and SURPRISE guests with remarkable oddities of nature, science, art, humanity and history. • Table of Contents • Page 1 ................. Ripley’s App 2 ................ Who is Robert Ripley 3 ................ Word Search 4–5 ............ Scavenger Hunt 6 ................ Ripley’s Ripples 7 ................ Fun Facts 8 ................ Vocabulary 9 ................ Homework #1 – Cultural Diversity 10 .............. Homework #2 – Draw Like Ripley 11 ............... Homework #3 – Ripley’s Geography 12 .............. Homework #4 – Tricks of Nature 13 .............. Class Project 14 .............. Scavenger Hunt Answers 15 .............. Odd Is In – Bullies Are Out! • Ripley Entertainment Inc. • • Ripley’s Believe It or Not! App • For more than 90 years, Ripley Entertainment Inc. The astonishing collection of fun, family has been a global leader in the attractions industry. friendly and educational attractions appeals to Ripley’s Believe It or Not!® is the largest, fastest people all over the world, both young and old, With your parent’s permission and assistance, using a growing, and most successful chain of amusement and we can proudly boast attendance fi gures smart phone or tablet computer, scan the QR code to museum-type attractions in the world! Constantly of over 13 million guests annually! the left (or search “Ripley’s Believe It or Not” in the App changing and expanding, our already extensive Store) to download a free App! The Ripley’s app opens worldwide presence includes over 90 fantastic up an entire new world of Ripley Adventures right on attractions in 10 countries. -
Documentary Movies
Libraries DOCUMENTARY MOVIES The Media and Reserve Library, located in the lower level of the west wing, has over 9,000 videotapes, DVDs and audiobooks covering a multitude of subjects. For more information on these titles, consult the Libraries' online catalog. 10 Days that Unexpectedly Changed America DVD-2043 56 Up DVD-8322 180 DVD-3999 60's DVD-0410 1-800-India: Importing a White-Collar Economy DVD-3263 7 Up/7 Plus Seven DVD-1056 1930s (Discs 1-3) DVD-5348 Discs 1 70 Acres in Chicago: Cabrini Green DVD-8778 1930s (Discs 4-5) DVD-5348 Discs 4 70 Acres in Chicago: Cabrini Green c.2 DVD-8778 c.2 1964 DVD-7724 9/11 c.2 DVD-0056 c.2 1968 with Tom Brokaw DVD-5235 9500 Liberty DVD-8572 1983 Riegelman's Closing/2008 Update DVD-7715 Abandoned: The Betrayal of America's Immigrants DVD-5835 20 Years Old in the Middle East DVD-6111 Abolitionists DVD-7362 DVD-4941 Aboriginal Architecture: Living Architecture DVD-3261 21 Up DVD-1061 Abraham and Mary Lincoln: A House Divided DVD-0001 21 Up South Africa DVD-3691 Absent from the Academy DVD-8351 24 City DVD-9072 Absolutely Positive DVD-8796 24 Hours 24 Million Meals: Feeding New York DVD-8157 Absolutely Positive c.2 DVD-8796 c.2 28 Up DVD-1066 Accidental Hero: Room 408 DVD-5980 3 Times Divorced DVD-5100 Act of Killing DVD-4434 30 Days Season 3 DVD-3708 Addicted to Plastic DVD-8168 35 Up DVD-1072 Addiction DVD-2884 4 Little Girls DVD-0051 Address DVD-8002 42 Up DVD-1079 Adonis Factor DVD-2607 49 Up DVD-1913 Adventure of English DVD-5957 500 Nations DVD-0778 Advertising and the End of the World DVD-1460 -
SEE the WORLD in the HEART of TIMES SQUARE Educators
SEE THE WORLD IN THE HEART OF TIMES SQUARE 1 Educators Resource Guide Ripley’s Believe It or Not! Times Square is the largest Ripley’s museum attraction in North America. It features a collection of over 500 remarkable objects from all over the world as well as amazing interactive exhibits that are sure to make your students say “WOW!” A number of the displays featured in Ripley’s Times Square showcase what inspired Ripley’s renowned cartoons, books, radio broadcasts, television series and one of the most famous phrases in history – “Believe It or Not!” In this packet, you will find: ✓ At The Odditorium: An overview of Ripley’s Believe It or Not! Times Square ✓ With Your Students: Frequently Asked Questions ✓ In the Classroom: Ripley’s Ramble ‘Round the World, a Middle School Lesson Plan ✓ Make a Connection: New York State Learning Standards ✓ More to Come: Believe it or Not! ✓ Ripley’s Fun & Games: Ripley’s Riddles, The Search is On, Explore & Learn ✓ Make a Plan: School Group Order Form 2 At Ripley’s Believe It or Not! Times Square, students of all ages immerse themselves in the unusual, the unexpected, and the unbelievable. From understanding diversity (embrace your “Inner Odd”) to exploring the unexplainable through science, and discovering the extreme genetics of nature, a field trip to Ripley’s is more educational than you might expect. Ripley’s will awe your class with amazing displays of eccentric art, meticulously detailed sculptures constructed from used car parts, and extraordinary animals that greet you as you walk through Ripley’s Courtyard. -
Native American Film + Video Festival, 2009
March 26 - March 29 NATIVE AMERICAN FILM+VIDEO FESTIVAL HOW TO ATTENd THE FESTIVAL NMAIyellow MANAGEMENT pantone 116 GGHC STAFF SUPPORT All festival programs are free. For daytime pro- Kevin Gover (Pawnee/Comanche), Director, NMAI Samir Bitar, Manager, Visitor Services grams in the Auditorium and Diker Pavilion, seating Tim Johnson (Mohawk), Associate Director, NMAI Quinn Bradley (Navajo), Public Affairs Assistant is on a first-come, first-served basis. For programs Museum Programs Group Leonor Bonuso, Administration in The Screening Room, which has limited seating, John Haworth (Cherokee), Director, George Gustav Marco Cevallos tickets will be distributed at the Will Call Desk Heye Center Margaret Chen, Special Assistant, Executive Office starting 40 minutes before each showtime. Peter Brill, Deputy Assistant Director for Exhibits, Gaetana DeGennaro (Tohono O’odham), Manager, Programs and Public Spaces GGHC Resource Center Reservations are recommended for evening Johanna Gorelick, Manager, GGHC Education programs at NMAI. No more than 4 tickets can FESTIVAL DIRECTORS Department be reserved by any one person. Pick up reserved Elizabeth Weatherford, Head of Film and Video Jorge Estévez (Taino), Cultural Arts tickets at the Will Call Desk starting 40 minutes Center, FVC Tamara Levine, Administration before showtime. Tickets not picked up by 15 Emelia Seubert, Assistant Curator, FVC Jeff Mann, IT Support minutes before showtime are released to the Wait LaKisha Maxey, Administrative Support, Education List. NMAI members are given priority for reserva- FESTIVAL PRODUCERS Scott Merritt, Deputy Assistant Director for tions until March 11. To reserve call 212-514-3737 or Michelle Svenson, Festival Producer, FVC Operations and Program Support email [email protected]. -
We Shall Remain, Episode 5, Wounded Knee 2 of 10 Facilitator Reference
Facilitator Reference WE SHALL REMAIN – EPISODE 5: WOUNDED KNEE (Inspired by real life events) Submitted by: Pam McDonald ........................................................... E-mail: [email protected] Phone: 208-387-5318 Studio: American Experience (PBS) ..................................................................... Released: 2009 Directors: Stanley Nelson Genre: Documentary .......................................................................... Audience Rating: Not rated Runtime: 80 minutes Materials Leading in the Wildland Fire Service, Wildland Fire Leadership Values and Principles, notepads, and writing utensils. Objectives The objective of this lesson is for students to watch We Shall Remain – Episode 5: Wounded Knee and discuss what makes an effective leader, how media and politics can positively and negatively affect public opinion, and the importance of being students of fire through lessons learned. Basic Plot Episode 5: Wounded Knee is the fifth documentary in a five-part mini-series devoted to Native history and the leaders that shaped American history. Episode 5 focuses on the use of the media and other means of influencing public opinion, female leadership, civil disobedience, and the continued struggle between Native Americans and the Federal government. Some links in this document will direct you to a non-government website that may have different policies from those of NWCG. Facilitator Reference Facilitator Notes Discussion of the events at Wounded Knee (1973) can spur lively debate. Facilitators should encourage debate that promotes leadership development and abides by the values and principles of the wildland fire service. Disclaimer: Information and references provided within this lesson plan are intended for the sole purpose of sharing knowledge to improve leadership and organizational learning throughout the wildland fire community. No endorsement of any contributor or their opinions is given or implied and is presented to begin respectful discussion. -
Jackson's Empty Promises
Jackson's Empty Promises Cori Gonzales Luara Guardino Hist 1 16 December 2010 According to Andrew Jackson's State of the Union speech from December 30, 1830, there was in his mind a , “ Happy consummation,” with the Indian people and the White settlements. Jackson proceeded to declare in his speech that the Indian race would be saved, if they relocated, and that the American government would pay for their move and support them for a year even after relocating. “How many thousands of our own people would gladly embrace the opportunity of removing to the West on such conditions!” Jackson wrote in his speech. (carleton.ca) However, although Jackson portrayed some paternalistic tendencies towards the Indians, he proved to be relentless in battle against them, was the key instrument in Indian Removal, and the Indians, despite Jackson's alluring sales pitch, ended up suffering tragically. According to Jackson, many white settlers, and various states, this is what needed to happen in order for American to grow and be civilized. In this paper I will discuss Jackson's proposals and reasoning for Indian removal, what the Indians went through while being removed, and how it affected them in the long run. Even though Jackson was known to have be-friended many Indians, and even adopted a small Indian boy that he raised, he pushed for Indian Removal and believed it was the best solution for Indians and White settlers.(Native Americans 281) Jackson, who was looked at as a hero, because of the battle against the British, was certain that the White people and the Indians would just never be able to live together. -
Stereotypes of Contemporary Native American Indian Characters in Recent Popular Media Virginia A
University of Massachusetts Amherst ScholarWorks@UMass Amherst Masters Theses 1911 - February 2014 2012 Stereotypes of Contemporary Native American Indian Characters in Recent Popular Media Virginia A. Mclaurin University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/theses Part of the American Popular Culture Commons, Film and Media Studies Commons, Indigenous Studies Commons, and the Television Commons Mclaurin, Virginia A., "Stereotypes of Contemporary Native American Indian Characters in Recent Popular Media" (2012). Masters Theses 1911 - February 2014. 830. Retrieved from https://scholarworks.umass.edu/theses/830 This thesis is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Masters Theses 1911 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. Stereotypes of Contemporary Native American Indian Characters in Recent Popular Media A Thesis Presented by Virginia A. McLaurin Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of MASTER OF ARTS May 2012 Department of Anthropology Sociocultural Anthropology Stereotypes of Contemporary Native American Indian Characters in Recent Popular Media A Thesis Presented by Virginia A. McLaurin Approved as to style and content by: _________________________________________________ Jean Forward, Chair _________________________________________________ Robert Paynter, Member _________________________________________________ Jane Anderson, Member _________________________________________________ Elizabeth Chilton, Department Chair Anthropology Department DEDICATION To my wonderful fiancé Max, as well as my incredibly supportive parents, friends and entire family. ACKNOWLEDGEMENTS I would like to thank my advisor, Jean Forward, not only for her support and guidance but also for kindness and general character. -
WFLDP Leadership in Cinema – We Shall Remain, Episode 1, After the Mayflower 2 of 8 Facilitator Reference
Facilitator Reference WE SHALL REMAIN – EPISODE 1, AFTER THE MAYFLOWER Submitted by: Pam McDonald ........................................................... E-mail: [email protected] Phone: 208-387-5318 Studio: American Experience (PBS) ..................................................................... Released: 2009 Directors: Chris Eyre Genre: Documentary .......................................................................... Audience Rating: Not rated Runtime: 74 minutes Materials Leading in the Wildland Fire Service, Art of Influence, Wildland Fire Leadership Values and Principles, notepads, and writing utensils. Objective The objective of this lesson is for students to watch We Shall Remain - Episode 1: After the Mayflower and participate in group discussion regarding leadership styles and the importance of alliances and upholding one’s values and principles. Basic Plot Episode 1: After the Mayflower is the first documentary in a five-part mini-series devoted to Native history and the leaders that shaped American history. Episode 1 focuses on the leadership of two fathers and their sons—Massasoit and Philip and Edward and Josiah Winslow. This film presents the importance of forming, and the difficulty in maintaining, alliances. Main Characters Marcos Akiaten ............................................................................................................ Massasoit Annawon Weeden ....................................................................................................... King Philip Nicholas Irons ................................................................................................... -
Constructing Otherness in the Odditoriums of Ripley's Believe It
University of South Carolina Scholar Commons Theses and Dissertations 2016 A Spectacle Of The ddO : Constructing Otherness In The dditO oriums Of Ripley’s Believe It Or Not! Sarah Haughenbury University of South Carolina Follow this and additional works at: https://scholarcommons.sc.edu/etd Part of the Anthropology Commons Recommended Citation Haughenbury, S.(2016). A Spectacle Of The Odd: Constructing Otherness In The Odditoriums Of Ripley’s Believe It Or Not!. (Master's thesis). Retrieved from https://scholarcommons.sc.edu/etd/3993 This Open Access Thesis is brought to you by Scholar Commons. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. A SPECTACLE OF THE ODD : CONSTRUCTING OTHERNESS IN THE ODDITORIUMS OF RIPLEY ’S BELIEVE IT OR NOT ! by Sarah Haughenbury Bachelor of Arts Cornell College, 2013 Submitted in Partial Fulfillment of the Requirements For the Degree of Master of Arts in Anthropology College of Arts and Sciences University of South Carolina 2016 Accepted by: Terrance Weik, Director of Thesis Marc L. Moskowitz, Reader Jennifer Reynolds, Reader Cheryl L. Addy, Vice Provost and Dean of the Graduate School © Copyright by Sarah Haughenbury, 2016 All Rights Reserved. ii ACKNOWLEDGEMENTS First, without the emotional and financial support of the Department of Anthropology at the University of South Carolina, the scope of this thesis would not have been possible. Cat Keegan and Claudia Carriere are always there to make sure everyone in the department has what they need and that we do not miss important deadlines. -
9-12 U.S. History Resources
9-12 U.S. History Resources The CSSE is not able to recommend curriculum to address the state standards; each district must decide what materials to use to meet the benchmarks. General Resources for csse.mnhs.org Social Studies: Center for Social Studies Education (CSSE) MN Organizations: http://www.mcss.org/ -- Minnesota Council for the Social Studies (MCSS) http://www.teachingcivics.org/ - Learning, Law & Democracy http://www.mcee.umn.edu/ - Minnesota Council on Economic Education http://lt.umn.edu/mage/ -Minnesota Alliance for Geographic Education http://education.mnhs.org/educators - Minnesota Historical Society http://mnche.wordpress.com/ - Minnesota Council for History Education http://mnhum.org/ - Minnesota Humanities Center http://www.hrusa.org/ - Minnesota Human Rights Center at the U of M US History: http://edsitement.neh.gov/subject/history-social-studies - resources from the National Endowment for the Humanities Stanford History Group- Reading Like A Historian, Lesson Plans and Primary Sources Teaching History.org – Materials (including videos), content and best practices for history education “America Story of Us” History Channel Videos: https://www.youtube.com/watch?v=Wk1nrgm55gQ&list=PLB92D7CE61B314DA0 US History Crash Course Videos: https://www.youtube.com/watch?v=6E9WU9TGrec&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s http://www.dbqproject.com/ - “Helping all students to read smart, think straight and write clearly” (commercial) This document was created by educators working with the Minnesota Center for Social Studies Education (CSSE), a collaboration between the Minnesota Department of Education and the Minnesota Historical Society. Visit csse.mnhs.org for more information or to offer feedback. 9-12 U.S. History Resources The CSSE is not able to recommend curriculum to address the state standards; each district must decide what materials to use to meet the benchmarks. -
Films with a Conscience
Films with a Conscience zinnedproject.org/materials/films-with-a-conscience We post this during the COVID-19 crisis, with our schools closed, our students at home, and our curricula thrown into disarray. It has always been a good idea to use “films with a conscience” with our students, but films may now be an even more valuable and accessible “text” we can use to help young people think deeply and critically about the world. Films help “story” the world visually for students. They can bring social realities into a classroom in a way that the printed word cannot. Through follow-up discussion, role play, interior monologue, and poetry, students can dive deeper into people’s lives and the issues they struggle with, or into their relationships with distant — and sometimes not so distant — others. But like any “text,” film needs to be read critically. Educators need to encourage students not to be mere spectators, but to raise questions about how a film frames social reality: Whose story is featured, who speaks and who does not, what factors are highlighted to explain a given problem, what alternatives are explored or ignored? The films listed below are ones that can help students gain insights into how the world works. Many of these also alert students to how individuals and social movements have tried to make life better. Of course, there are many more that are not included here. One criterion for selection was that the resources be relatively easily accessed by U.S. teachers, and that we know that teachers have had success using them with students.