Excerpts from the Journals Unit: Women (Middle and High School)
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The Political Economy of Monetary Institutions an International Organization Reader Edited by William T
T he Political Economy of Monetary Institutions he Political The Political Economy of Monetary Institutions An International Organization Reader edited by William T. Bernhard, J. Lawrence Broz, and William Roberts Clark Recent analysis by political economists of monetary institution determi- nants in different countries has been limited by the fact that exchange rate regimes and central bank institutions are studied in isolation from each other, without examining how one institution affects the costs and benefits of the other. By contrast, the contributors to this volume analyze the choice of exchange rate regime and level of central bank independence together; the articles (originally published in a special issue of International Organization) constitute a second generation of research on the determi- nants of monetary institutions. The contributors consider both economic and political factors to explain a country’s choice of monetary institutions, and examine the effect of political processes in democracies, including interest group pressure, on the balance between economic and distribu- tional policy. William Bernhard is Associate Professor of Political Science at the The Political University of Illinois at Urbana-Champaign. J. Lawrence Broz is Assistant Professor in the Department of Political Science at the University of California, San Diego. William Roberts Clark is Assistant Professor in the Department of Politics at New York University. Economy of Bernhard, Monetary Broz, and Clark, Institutions editors IO International Organization Reader An International Organization Reader edited by William T. Bernhard, The MIT Press 0-262-52414-7 J. Lawrence Broz, and Massachusetts Institute of Technology Cambridge, Massachusetts 02142 http://mitpress.mit.edu ,!7IA2G2-fcebei!:t;K;k;K;k William Roberts Clark The Political Economy of Monetary Institutions THE POLITICAL ECONOMY OF MONETARY INSTITUTIONS edited by William Bernhard, J. -
General Vertical Files Anderson Reading Room Center for Southwest Research Zimmerman Library
“A” – biographical Abiquiu, NM GUIDE TO THE GENERAL VERTICAL FILES ANDERSON READING ROOM CENTER FOR SOUTHWEST RESEARCH ZIMMERMAN LIBRARY (See UNM Archives Vertical Files http://rmoa.unm.edu/docviewer.php?docId=nmuunmverticalfiles.xml) FOLDER HEADINGS “A” – biographical Alpha folders contain clippings about various misc. individuals, artists, writers, etc, whose names begin with “A.” Alpha folders exist for most letters of the alphabet. Abbey, Edward – author Abeita, Jim – artist – Navajo Abell, Bertha M. – first Anglo born near Albuquerque Abeyta / Abeita – biographical information of people with this surname Abeyta, Tony – painter - Navajo Abiquiu, NM – General – Catholic – Christ in the Desert Monastery – Dam and Reservoir Abo Pass - history. See also Salinas National Monument Abousleman – biographical information of people with this surname Afghanistan War – NM – See also Iraq War Abousleman – biographical information of people with this surname Abrams, Jonathan – art collector Abreu, Margaret Silva – author: Hispanic, folklore, foods Abruzzo, Ben – balloonist. See also Ballooning, Albuquerque Balloon Fiesta Acequias – ditches (canoas, ground wáter, surface wáter, puming, water rights (See also Land Grants; Rio Grande Valley; Water; and Santa Fe - Acequia Madre) Acequias – Albuquerque, map 2005-2006 – ditch system in city Acequias – Colorado (San Luis) Ackerman, Mae N. – Masonic leader Acoma Pueblo - Sky City. See also Indian gaming. See also Pueblos – General; and Onate, Juan de Acuff, Mark – newspaper editor – NM Independent and -
The Chiricahua Apache from 1886-1914, 35 Am
American Indian Law Review Volume 35 | Number 1 1-1-2010 Values in Transition: The hirC icahua Apache from 1886-1914 John W. Ragsdale Jr. Follow this and additional works at: https://digitalcommons.law.ou.edu/ailr Part of the Indian and Aboriginal Law Commons, Indigenous Studies Commons, Other History Commons, Other Languages, Societies, and Cultures Commons, and the United States History Commons Recommended Citation John W. Ragsdale Jr., Values in Transition: The Chiricahua Apache from 1886-1914, 35 Am. Indian L. Rev. (2010), https://digitalcommons.law.ou.edu/ailr/vol35/iss1/9 This Article is brought to you for free and open access by University of Oklahoma College of Law Digital Commons. It has been accepted for inclusion in American Indian Law Review by an authorized editor of University of Oklahoma College of Law Digital Commons. For more information, please contact [email protected]. VALUES IN TRANSITION: THE CHIRICAHUA APACHE FROM 1886-1914 John W Ragsdale, Jr.* Abstract Law confirms but seldom determines the course of a society. Values and beliefs, instead, are the true polestars, incrementally implemented by the laws, customs, and policies. The Chiricahua Apache, a tribal society of hunters, gatherers, and raiders in the mountains and deserts of the Southwest, were squeezed between the growing populations and economies of the United States and Mexico. Raiding brought response, reprisal, and ultimately confinement at the loathsome San Carlos Reservation. Though most Chiricahua submitted to the beginnings of assimilation, a number of the hardiest and least malleable did not. Periodic breakouts, wild raids through New Mexico and Arizona, and a labyrinthian, nearly impenetrable sanctuary in the Sierra Madre led the United States to an extraordinary and unprincipled overreaction. -
NORMAN K Denzin Sacagawea's Nickname1, Or the Sacagawea
NORMAN K DENZIN Sacagawea’s Nickname1, or The Sacagawea Problem The tropical emotion that has created a legendary Sacajawea awaits study...Few others have had so much sentimental fantasy expended on them. A good many men who have written about her...have obviously fallen in love with her. Almost every woman who has written about her has become Sacajawea in her inner reverie (DeVoto, 195, p. 618; see also Waldo, 1978, p. xii). Anyway, what it all comes down to is this: the story of Sacagawea...can be told a lot of different ways (Allen, 1984, p. 4). Many millions of Native American women have lived and died...and yet, until quite recently, only two – Pocahantas and Sacagawea – have left even faint tracings of their personalities on history (McMurtry, 001, p. 155). PROLOGUE 1 THE CAMERA EYE (1) 2: Introduction: Voice 1: Narrator-as-Dramatist This essay3 is a co-performance text, a four-act play – with act one and four presented here – that builds on and extends the performance texts presented in Denzin (004, 005).4 “Sacagawea’s Nickname, or the Sacagawea Problem” enacts a critical cultural politics concerning Native American women and their presence in the Lewis and Clark Journals. It is another telling of how critical race theory and critical pedagogy meet popular history. The revisionist history at hand is the history of Sacagawea and the representation of Native American women in two cultural and symbolic landscapes: the expedition journals, and Montana’s most famous novel, A B Guthrie, Jr.’s mid-century novel (1947), Big Sky (Blew, 1988, p. -
Fact Sheet #3
Stream Team Academy Fact Sheet #3 LEWIS & CLARK An Educational Series For Stream Teams To Learn and Collect Stream Team Academy Fact Sheet Series 004 marks the bicentennial of the introverted, melancholic, and moody; #1: Tree Planting Guide Lewis and Clark expedition. Clark, extroverted, even-tempered, and 2Meriwether Lewis and his chosen gregarious. The better educated and more #2: Spotlight on the Big companion, William Clark, were given a refined Lewis, who possessed a Muddy very important and challenging task by philosophical, romantic, and speculative President Thomas Jefferson. Lewis was a mind, was at home with abstract ideas; #3: Lewis & Clark long-time friend of Jeffersons and his Clark, of a pragmatic mold, was more of a personal secretary. They shared common practical man of action. Each supplied Watch for more Stream views on many issues but, perhaps most vital qualities which balanced their Team Academy Fact importantly, they both agreed on the partnership. Sheets coming your way importance of exploring the west. The The men and their accompanying soon. Plan to collect the Louisiana Purchase in 1803 made this party were brave and courageous. They entire educational series possible as well as critical for a growing had no way of knowing what they would for future reference! nation to learn about the recently acquired encounter on their journey or if they lands and peoples that lay between the would make it back alive. They set out Mississippi River and a new western with American pride to explore the border. unknown, a difficult task that many times Both Lewis and Clark have been goes against human nature. -
Lewis and Clark: the Unheard Voices
Curriculum Connections A free online publication for K-12 educators provided by ADL’s A World of Difference® Institute. www.adl.org/lesson-plans © 1993 by George Littlechild UPDATED 2019 Lewis and Clark: The Unheard Voices CURRICULUM CONNECTIONS | UPDATED FALL 2019 2 In This Issue The disadvantage of [people] not knowing the past is that they do Contents not know the present. History is a hill or high point of vantage, from which alone [they] see the town in which they live or the age Alignment of Lessons to Common —G. K. Chesterson, author (1874–1936) in which they are living. Core Anchor Standards Each year classrooms across the U.S. study, re-enact, and celebrate the Lewis and Clark expedition, a journey that has become an emblematic symbol of Lessons American fortitude and courage. While there are many aspects of the “Corps of Elementary School Lesson Discovery” worthy of commemoration—the triumph over geographical obstacles, the appreciation and cataloging of nature, and the epic proportions Middle School Lesson of the journey—this is only part of the history. High School Lesson While Lewis and Clark regarded the West as territory “on which the foot of civilized man had never trodden,” this land had been home for centuries to Resources millions of Native Americans from over 170 nations. For the descendants of Tribal Nations Whose Homeland these people, celebrations of the Corps of Discovery mark the onset of an era Lewis and Clark Explored of brutal repression, genocide and the destruction of their culture. Resources for Educators and Students The lesson plans in this issue of Curriculum Connections take an in-depth look at the history of U.S. -
73 Custer, Wash., 9(1)
Custer: The Life of General George Armstrong the Last Decades of the Eighteenth Daily Life on the Nineteenth-Century Custer, by Jay Monaghan, review, Century, 66(1):36-37; rev. of Voyages American Frontier, by Mary Ellen 52(2):73 and Adventures of La Pérouse, 62(1):35 Jones, review, 91(1):48-49 Custer, Wash., 9(1):62 Cutter, Kirtland Kelsey, 86(4):169, 174-75 Daily News (Tacoma). See Tacoma Daily News Custer County (Idaho), 31(2):203-204, Cutting, George, 68(4):180-82 Daily Olympian (Wash. Terr.). See Olympia 47(3):80 Cutts, William, 64(1):15-17 Daily Olympian Custer Died for Your Sins: An Indian A Cycle of the West, by John G. Neihardt, Daily Pacific Tribune (Olympia). See Olympia Manifesto, by Vine Deloria, Jr., essay review, 40(4):342 Daily Pacific Tribune review, 61(3):162-64 Cyrus Walker (tugboat), 5(1):28, 42(4):304- dairy industry, 49(2):77-81, 87(3):130, 133, Custer Lives! by James Patrick Dowd, review, 306, 312-13 135-36 74(2):93 Daisy, Tyrone J., 103(2):61-63 The Custer Semi-Centennial Ceremonies, Daisy, Wash., 22(3):181 1876-1926, by A. B. Ostrander et al., Dakota (ship), 64(1):8-9, 11 18(2):149 D Dakota Territory, 44(2):81, 56(3):114-24, Custer’s Gold: The United States Cavalry 60(3):145-53 Expedition of 1874, by Donald Jackson, D. B. Cooper: The Real McCoy, by Bernie Dakota Territory, 1861-1889: A Study of review, 57(4):191 Rhodes, with Russell P. -
The Sacagawea Mystique: Her Age, Name, Role and Final Destiny Columbia Magazine, Fall 1999: Vol
History Commentary - The Sacagawea Mystique: Her Age, Name, Role and Final Destiny Columbia Magazine, Fall 1999: Vol. 13, No. 3 By Irving W. Anderson EDITOR'S NOTE The United States Mint has announced the design for a new dollar coin bearing a conceptual likeness of Sacagawea on the front and the American eagle on the back. It will replace and be about the same size as the current Susan B. Anthony dollar but will be colored gold and have an edge distinct from the quarter. Irving W. Anderson has provided this biographical essay on Sacagawea, the Shoshoni Indian woman member of the Lewis and Clark expedition, as background information prefacing the issuance of the new dollar. THE RECORD OF the 1804-06 "Corps of Volunteers on an Expedition of North Western Discovery" (the title Lewis and Clark used) is our nation's "living history" legacy of documented exploration across our fledgling republic's pristine western frontier. It is a story written in inspired spelling and with an urgent sense of purpose by ordinary people who accomplished extraordinary deeds. Unfortunately, much 20th-century secondary literature has created lasting though inaccurate versions of expedition events and the roles of its members. Among the most divergent of these are contributions to the exploring enterprise made by its Shoshoni Indian woman member, Sacagawea, and her destiny afterward. The intent of this text is to correct America's popular but erroneous public image of Sacagawea by relating excerpts of her actual life story as recorded in the writings of her contemporaries, people who actually knew her, two centuries ago. -
Lewis & Clark Timeline
LEWIS & CLARK TIMELINE The following time line provides an overview of the incredible journey of the Lewis & Clark Expedition. Beginning with preparations for the journey in 1803, it highlights the Expedition’s exploration of the west and concludes with its return to St. Louis in 1806. For a more detailed time line, please see www.monticello.org and follow the Lewis & Clark links. 1803 JANUARY 18, 1803 JULY 6, 1803 President Thomas Jefferson sends a secret letter to Lewis stops in Harpers Ferry (in present-day West Virginia) Congress asking for $2,500 to finance an expedition to and purchases supplies and equipment. explore the Missouri River. The funding is approved JULY–AUGUST, 1803 February 28. Lewis spends over a month in Pittsburgh overseeing APRIL–MAY, 1803 construction of a 55-foot keelboat. He and 11 men head Meriwether Lewis is sent to Philadelphia to be tutored down the Ohio River on August 31. by some of the nation’s leading scientists (including OCTOBER 14, 1803 Benjamin Rush, Benjamin Smith Barton, Robert Patterson, and Caspar Wistar). He also purchases supplies that will Lewis arrives at Clarksville, across the Ohio River from be needed on the journey. present-day Louisville, Kentucky, and soon meets up with William Clark. Clark’s African-American slave York JULY 4, 1803 and nine men from Kentucky are added to the party. The United States’s purchase of the 820,000-square mile DECEMBER 8–9, 1803 Louisiana territory from France for $15 million is announced. Lewis leaves Washington the next day. Lewis and Clark arrive in St. -
A Companion to the American West
A COMPANION TO THE AMERICAN WEST Edited by William Deverell A Companion to the American West BLACKWELL COMPANIONS TO HISTORY This series provides sophisticated and authoritative overviews of the scholarship that has shaped our current understanding of the past. Defined by theme, period and/or region, each volume comprises between twenty- five and forty concise essays written by individual scholars within their area of specialization. The aim of each contribution is to synthesize the current state of scholarship from a variety of historical perspectives and to provide a statement on where the field is heading. The essays are written in a clear, provocative, and lively manner, designed for an international audience of scholars, students, and general readers. Published A Companion to Western Historical Thought A Companion to Gender History Edited by Lloyd Kramer and Sarah Maza Edited by Teresa Meade and Merry E. Weisner-Hanks BLACKWELL COMPANIONS TO BRITISH HISTORY Published In preparation A Companion to Roman Britain A Companion to Britain in the Early Middle Ages Edited by Malcolm Todd Edited by Pauline Stafford A Companion to Britain in the Later Middle Ages A Companion to Tudor Britain Edited by S. H. Rigby Edited by Robert Tittler and Norman Jones A Companion to Stuart Britain A Companion to Nineteenth-Century Britain Edited by Barry Coward Edited by Chris Williams A Companion to Eighteenth-Century Britain A Companion to Contemporary Britain Edited by H. T. Dickinson Edited by Paul Addison and Harriet Jones A Companion to Early Twentieth-Century Britain Edited by Chris Wrigley BLACKWELL COMPANIONS TO EUROPEAN HISTORY Published A Companion to Europe 1900–1945 A Companion to the Worlds of the Renaissance Edited by Gordon Martel Edited by Guido Ruggiero Planned A Companion to the Reformation World A Companion to Europe in the Middle Ages Edited by R. -
3Rd Grade Day 1
3rd Grade Day 1 Language Arts: Read your A.R. book for 20 minutes. Write 3 words that were new to you or 3 words of which you weren’t completely sure of the definition. Look up the definitions of those 3 words and write them on a piece of loose leaf paper; be sure to include the part of speech. Social Studies: Read the biography on Bruno Mars (attached) Write down 5 things you learned from the article. Day 2 3rd Grade Language Arts: Read your A.R. book for 20 minutes. Write 5 bullet points explaining what you read. EXAMPLE: The Munchkins told Dorothy and Toto followed the Yellow Brick Road to see the Wizard of Oz. Social Studies: Read the biography on Military Leaders: Geronimo (attached) Write down 5 things you learned from the article. Day 3 3rd Grade Language Arts: Read your A.R. book 20 minutes. Write 3 words that were new to you or 3 words of which you weren’t completely sure of the definition. Look up the definitions of those 3 words and write them on a piece of paper; be sure to include the part of speech. Social Studies: Read the biography on Jane Goodall (attached) Write down 5 things you learned from the article. Day 4 3rd Grade Language Arts: Read your A.R. book 30 minutes. Write 5 bullet points explaining what you read. EXAMPLE: The Munchkins told Dorothy and Toto followed the Yellow Brick Road to see the Wizard of Oz. Social Studies: Read the biography on Anne Frank (attached) Write down 5 things you learned from the article. -
Idaho: Lewis Clark Byway Guide.Pdf
The Lewis and Clark Backcountry Byway AND ADVENTURE ROAD Tendoy, Idaho Meriwether Lewis’s journal entry on August 18, 1805 —American Philosophical Society The Lewis and Clark Back Country Byway AND ADVENTURE ROAD Tendoy, Idaho The Lewis and Clark Back Country Byway and Adventure Road is a 36 mile loop drive through a beautiful and historic landscape on the Lewis and Clark National Historic Trail and the Continental Divide National Scenic Trail. The mountains, evergreen forests, high desert canyons, and grassy foothills look much the same today as when the Lewis and Clark Expedition passed through in 1805. THE PUBLIC LANDS CENTER Salmon-Challis National Forest and BLM Salmon Field Office 1206 S. Challis Street / Salmon, ID 83467 / (208)756-5400 BLM/ID/GI-15/006+1220 Getting There The portal to the Byway is Tendoy, Idaho, which is nineteen miles south of Salmon on Idaho Highway 28. From Montana, exit from I-15 at Clark Canyon Reservoir south of Dillon onto Montana Highway 324. Drive west past Grant to an intersection at the Shoshone Ridge Overlook. If you’re pulling a trailer or driving an RV with a passenger vehicle in tow, it would be a good idea to leave your trailer or RV at the overlook, which has plenty of parking, a vault toilet, and interpretive signs. Travel road 3909 west 12 miles to Lemhi Pass. Please respect private property along the road and obey posted speed signs. Salmon, Idaho, and Dillon, Montana, are full- service communities. Limited services are available in Tendoy, Lemhi, and Leadore, Idaho and Grant, Montana.