DOCSLIB.ORG

Academy for the Whole Child Charter School

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Academy for the Whole Child Charter School ACADEMY FOR THE WHOLE CHILD CHARTER SCHOOL FINAL APPLICATION November 14, 2014 Respectfully submitted to the Massachusetts State Board of Elementary and Secondary Education Founding Group William Colonis John Russo Kim A. L’Ecuyer Kimberly Russo Elizabeth Hoeske Helen Obermeyer Simmons Emily Jermine Beverly Tefft Jennifer L. Jones Cecile Tousignant Jane A. Kennedy Concetta A. Verge Nancy Kerylow George E. Watts James McNamara Mary H. Whitney Josephine A. Rivers TABLE OF CONTENTS Information Sheet………………………………………………………………………………….4 Certification Statement……………………………………………………………………………..7 General Statement of Assurances for Massachusetts Commonwealth Public Charter School ……...8 Statement of Assurances for Federal Charter School Program Grant…………………………..…12 Executive Summary………………………………………………………………………………13 I. How will the school demonstrate faithfulness to charter? A. Mission ……………………………………………………………………….….17 B. Key Design Elements………………………………………………………….…17 C. Description of the Communities to be Served…………………………………....27 D. Enrollment and Recruitment……………………………………………….…….33 II. How will the school demonstrate academic success? A. Overview of Program Delivery…………………………………………………...34 B. Curriculum and Instruction………………………………………………….........41 C. Student Performance, Assessment, and Program Evaluation…………………......73 D. Supports for Diverse Learners…………………………………………………...80 E. Culture and Family Engagement…………………………………………………85 III. How will the school demonstrate organizational viability? A. Capacity………………………………………………………………………….91 B. Governance……………………………………………………………………...93 C. Management……………………………………………………………………..98 D. Facilities and Student Transportation…………………………………………...105 E. School Finances………………………………………………………………...106 F. Action Plan……………………………………………………………………..114 IV. Required Attachments A. Draft Bylaws……………………………………………………………………118 B. Draft Recruitment and Retention Plan………………………………………….125 C. Draft Enrollment Policy and Admission Application………...…………………130 D. Draft School Calendar…………………………………………………………..137 E. Draft Organizational Charts 1st year operation and at full enrollment……...……138 F. Operating Budget: ……………………………………………………………...139 V. Required Attachment (not counted toward 40 page max) A. Individual Resumes………………………………………….………………….143 B. Proposed Board Trustee Questionnaires and School Employee/Founding Member Questionnaires…………………………..200 C. 1. Description of Curriculum Scope & Sequences –Grade 4…………………….251 2. Lesson Plan Example Grade 4………………………………………………..258 2 VI. Non-required Attachments A. Parent-School Compact B. 2014 Detail of Proposed Regional Charter School Seats Available at 9% and Proposed Regional 2013 School Attending Children Report C. HPHP Readiness Model D. Description of the RTI Process E. The 504 Process F. Behavior Standards and Consequences G. Advisory Council Members H. Draft Job Description: Executive Director/Principal I. ASCD Whole Child Initiative - Tenets J. Teacher Evaluation Tool K. Draft Homework Policy L. Tips for Increasing Student Attendance M. Foreign Language Standards K-4 N. SEL Benchmarks O. Draft Report Card P. SUPPORT LETTERS 3 COMMONWEALTH AND HORACE MANN CHARTER APPLICANT INFORMATION SHEET This information is included with all submissions. The application, including this form, will be posted on the Department website. Applicants are advised that the primary contact person may be contacted by the public and/or media with questions about the proposed school. Name of Proposed Charter School: Academy for the Whole Child Charter School School Address (if known): To be determined School Location (City/Town REQUIRED): Fitchburg. MA 01420 Primary Contact Person: Concetta A.Verge Role or relationship of contact person to proposal: Founding member, proposed Executive Director Address: 111 Holman Street City: Lunenburg State: MA Zip: 01462 Daytime Tel: (978) 582-4672 Secondary Tel: (978) 855-4595 Email: [email protected] 1. The proposed school will open in the fall of school year: 2015-2016 2016-2017 School Year Grade Levels Total Student Enrollment First Year K-2 120 Second Year K-3 204 Third Year K-4 291 Fourth Year K-4 342 Fifth Year K-4 360 2. Grade span at full enrollment: K through 4 3. Total student enrollment when fully expanded: 360 4. Age at entry for kindergarten, if applicable: Age 5 by August 31, 2015 5. If applicable, the proposed Horace Mann charter school is: New or Conversion 4 6. If applicable, the proposed type of Horace Mann1 charter school is: Horace Mann I Horace Mann II Horace Mann III Questions #7-10 are for applications for a Commonwealth charter school ONLY. 7. If applicable, will this proposed Commonwealth school be a regional charter school? Yes No If yes, list the school districts (including regional school districts) in the proposed region. Please only list districts that are included in District Information on Enrollment Projections for New Applications and Expansion Amendments at http://www.doe.mass.edu/charter/new/?section=app. (Use additional sheets if necessary.) Fitchburg Clinton Winchendon Leominster Athol-Royalston Gardner Orange If no, please specify the district’s population as reported in the most recent United States census estimate for the community the school intends to serve: ___________. The Board of Elementary and Secondary Education shall not approve a new Commonwealth charter school in any community with a population of less than 30,000 as determined by the most recent United States census estimate [available at http://www.census.gov/], unless it is a regional charter school. (MGL c. 71 § 89(i)(1). 8. For all proposed Commonwealth charter schools, list the districts that are contiguous with the proposed school’s district or region. Please only list districts that are included in District Information on Enrollment Projections for New Applications and Expansion Amendments at http://www.doe.mass.edu/charter/new/?section=app. (Use additional sheets if necessary.) Fitchburg Leominster Lunenburg Ashburnham-Westminster North Middlesex RSD Narragansett RSD Nashoba RSD Wachusett RSD 9. Will the proposed Commonwealth charter school serve a district where overall student performance on the MCAS is in the lowest 10 percent, as designated in District Information on 5 Enrollment Projections for New Applications and Expansion Amendments or in any updated analysis performed by the Department? Yes No 10. Will the proposed Commonwealth charter school serve a district or districts in which the 9 percent net school spending cap is, or could be, exceeded by 2014-2015 applications? Yes No 11. Have members of the applicant group previously submitted a prospectus or final application that did not result in a charter? Yes No If yes, is the present submission related in content to the previous application? Yes No If yes, please indicate the name of the previous proposal and the year submitted. Academy for the Whole Child Charter School 2013/2014 Global Arts & Technology Center 1995 12. Is the applicant group currently the board of trustees of an existing charter school? Yes No If answered YES, please explain why the group is not using the charter application designed for use by a current board of trustees. 13. Do members of the applicant group currently operate or are they employed by a private or parochial school? Yes No 14. Are any members of the applicant group present or past members of a charter school board of trustees, school committee, or other type of public governing body? Yes No If yes, please indicate the person’s name; the charter school name and school location, or school committee district; and dates of membership. Mary Whitney, former Fitchburg Public Schools School Committee Chair Fitchburg Mayor -1998 - 2002 6 COMMONWEALTH CHARTER SCHOOL CERTIFICATION STATEMENT Proposed Charter School Name: Academy for the Whole Child Charter School Proposed School Location (City/Town): Fitchburg, MA I hereby certify that the information submitted in this prospectus/application is true to the best of my knowledge and belief and that this prospectus/application has been or is being sent to the superintendent of each of the districts from which we expect to draw students and from any contiguous districts. Further, I understand that, if awarded a charter, the proposed school shall be open to all students on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or a foreign language, or academic achievement. I further understand that the information submitted in this prospectus/application serves as an initial application for start-up assistance funding under the federal Charter Schools Program grant. This is a true statement, made under the penalties of perjury. Signature of Authorized Person___________________________________________ Date: July 10, 2014 Print/Type Name: Concetta A. Verge Address: 111 Holman Street, Lunenburg, MA 01462 Daytime Phone: (978) 582-4672 Fax: none 7 GENERAL STATEMENT OF ASSURANCES This form must be signed by a duly authorized representative of the applicant group and submitted with the final application. An application will be considered incomplete and will not be accepted if it does not include the Statement of Assurances. As the authorized representative of the applicant group, I hereby certify under the penalties of perjury that the information submitted in this application
Load more

Recommended publications
  • The 19Th Amendment
    National Park Service U.S. Department of the Interior Women Making History: The 19th Amendment Women The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of sex. Congress shall have power to enforce this article by appropriate legislation. —19th Amendment to the United States Constitution In 1920, after decades of tireless activism by countless determined suffragists, American women were finally guaranteed the right to vote. The year 2020 marks the 100th anniversary of the 19th Amendment. It was ratified by the states on August 18, 1920 and certified as an amendment to the US Constitution on August 26, 1920. Developed in partnership with the National Park Service, this publication weaves together multiple stories about the quest for women’s suffrage across the country, including those who opposed it, the role of allies and other civil rights movements, who was left behind, and how the battle differed in communities across the United States. Explore the complex history and pivotal moments that led to ratification of the 19th Amendment as well as the places where that history happened and its continued impact today. 0-31857-0 Cover Barcode-Arial.pdf 1 2/17/20 1:58 PM $14.95 ISBN 978-1-68184-267-7 51495 9 781681 842677 The National Park Service is a bureau within the Department Front cover: League of Women Voters poster, 1920. of the Interior. It preserves unimpaired the natural and Back cover: Mary B. Talbert, ca. 1901. cultural resources and values of the National Park System for the enjoyment, education, and inspiration of this and All rights reserved, including the right to reproduce this work future generations.
    [Show full text]
  • Fall 2013 Fall 2013
    W ORCESTER W OMEN’S H ISTORY P ROJECT We remember our past . to better shape our future. WWHP VOL.WWHP 13, VOLUME NO. 2 13, NO. 2 FALL 2013 FALL 2013 WWHP and the Intergenerational Urban Institute at NOTICE Worcester State University are pleased to OF present 18th ANNUAL MEETING Michèle LaRue Thursday, October 24, 2013 in 5:30 p.m. Someone Must Wash the Dishes: Worcester Historical Museum followed by a talk by An Anti-Suffrage Satire Karen Board Moran Many women fought against getting the vote in the early 1900s, on her new book but none with more charm, prettier clothes—and less logic— than the fictional speaker in this satiric monologue written by Gates Along My Path pro-suffragist Marie Jenney Howe, back in 1912. “Woman suf- Booksigning frage is the reform against nature,” declares Howe’s unlikely, but irresistibly likeable, heroine. Light Refreshments “Ladies, get what you want. Pound pillows. Make a scene. Photo by Ken Smith of Quiet Heart Images Make home a hell on earth—but do it in a womanly way! That is All Welcome so much more dignified and refined than walking up to a ballot box and dropping in a piece of paper!” See page 3 for details. Reviewers have called this production “wicked” in its wit, and have labeled Michèle LaRue’s performance "side-splitting." An Illinois native, now based in New York, LaRue is a professional actress who tours nationally with a repertoire of shows by turn-of-the- previous-century American writers. Panel Discussion follows on the unfinished business of women’s rights.
    [Show full text]
  • Teaching-Guides; United Womens
    DOCUMENT RESUME / ED.227 011, SO 014 467 AUTHOR Bagnall, Carlene; And Others ' - TITLE New Woman, New World: The AmericanExperience. INSTITUTION Michigan Univ., Ann Arbor. Womens Studies Program. SPONS AGENCY National Endowment for the Humanitieg (NFAH), Washington, D.C. ,PUB DATE 77 0. GRANT" EH2-5643-76-772 NOTE 128p. PUB TYPE Guides Classroom Use -/Guides (For Teachers) (052) p EDRS PRICE MF01/PC06 Plus Postage. DESCRIPTORS American Indians; Androgyny; Artists; Assertiveness; Blacks; *Family (Sociological Unit); *Females; Feminism; *Health; Higher Education; Immigrants; Interdisciplinary Approach; *Labor Fotce; *Social .tf . Changer *Socialization; Teaching-Guides; United States History; Units of Study; Womens Athletics; Womens Studies ABSTRACT 'A college-level women's studies course on the experience of American women is presented in threeunits onsthe emerging American woman, woman and others, and ,thetranscendent self. Unit 1 focuses on biological and psychologicalexplanations of being female; the socialization process; Black,Native American, and immigra41 women; schooling and its function as IE.-gender-1'01e modifier; and the effect of conflicting forces inone's life. Unit 2 discusses the patriarchal family; the familyin American history; matriarchies, communes, and extended families; women alone andfemale friendshipsrwomen and work in America; and caring forwomen's ,bodies, gouls, and minds. Topics in the finalunit include the status of women, women asLagents of social change,and women AS artists. AthleXics, centering, assertiveness training,and,consciousness raising are also discussed. Materials fromliterature and the social sciences form the focus for each unit,wilich contains an introduction, study questions, and an annotatedlist of required and suggested reading. The appendix includesguidelines for oral history intervi'ews and research paiers.
    [Show full text]
  • Teaching About Women's Lives to Elementary School Children
    City University of New York (CUNY) CUNY Academic Works Women's Studies Quarterly Archives and Special Collections 1980 Teaching about Women's Lives to Elementary School Children Sandra Hughes How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/wsq/449 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] Teaching about Women's Lives to Elementary School Children By Sandra Hughes As sixth-grade teachers with a desire to teach students about the particular surprised me, for they showed very little skepticism of historical role of women in the United States, my colleague and I a "What do we have to do this for?" nature. I found that there created a project for use in our classrooms which would was much opportunity for me to teach about the history of maximize exposure to women's history with a minimum of women in general, for each oral report would stimulate teacher effort. This approach was necessary because of the small discussion not only about the woman herself, but also about the amount of time we had available for gathering and organizing times in which she lived and the other factors that made her life material on the history of women and adapting it to the what it was. Each student seemed to take a particular pride in elementary level. the woman studied-it could be felt in the tone of their voices Since textbook material on women is practically when they began, "My woman is .
    [Show full text]
  • Bibliography
    BIbLIOGRApHY PRIMARY ARCHIVAL COLLECTIONS AMERICAN ANTIQUARIAN SOCIETY Abby Kelley Foster Papers, 1836–1891, https://www.americanantiquarian.org/ abby-kelley-foster-papers-finding-aid. BOSTON PUbLIC LIbRARY Victoria Woodhull Papers, Box 3: Manuscript Fragments. ELIZAbETH CADY STANTON & SUSAN B. ANTHONY PApERS PROJECT, RUTGERS UNIVERSITY Declaration of Sentiments and Resolutions, Seneca Falls, New York, 19–20 July 1848, http://ecssba.rutgers.edu/docs/seneca.html. HOUGHTON LIbRARY, HARVARD UNIVERSITY Margaret Fuller Papers. © The Author(s) 2019 311 A. Stevenson, The Woman as Slave in Nineteenth-Century American Social Movements, Palgrave Studies in the History of Social Movements, https://doi.org/10.1007/978-3-030-24467-5 312 BIBLIOGRAPHY LIbRARY COMpANY OF PHILADELpHIA Chase, Warren. The Fugitive Wife: A Criticism on Marriage, Adultery and Divorce (Boston: Bela Marsh, 1861). Heywood, E.H. Cupid’s Yokes: Or, the Binding Forces of Conjugal Life (Princeton: Co-Operative Publishing Co., 1877). LIbRARY OF CONGRESS Mary Church Terrell Papers: Speeches and Writings, 1866–1953. Susan Brownell Anthony Scrapbook, 1905–1906, Reel 6, The Papers of Susan B. Anthony, Library of Congress Manuscript Division. Terrell, Mary Church. The Progress of Colored Women (Washington, DC: Smith Brothers Printers, 1898), https://cdn.loc.gov/service/rbc/lcrbmrp/t0a13/ t0a13.pdf. MASSACHUSETTS HISTORICAL SOCIETY Adams Family Papers: An Electronic Archive, https://www.masshist.org/digi- taladams/archive/. Caroline Wells Healey Dall Papers. U.S. NATIONAL ARCHIVES AND RECORDS ADMINISTRATION The Emancipation Proclamation, 1 January 1863, National Archives, https:// www.archives.gov/exhibits/featured-documents/emancipation-proclamation. SCHLESINGER LIbRARY, HARVARD UNIVERSITY Papers of Elizabeth Cady Stanton and Susan B. Anthony. Susan B.
    [Show full text]
  • Teaching Lesbian Poetry
    City University of New York (CUNY) CUNY Academic Works Women's Studies Quarterly Archives and Special Collections 1980 Teaching Lesbian Poetry Elly Bulkin How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/wsq/446 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] would value being in a class that did so, and that it would make presentation of role models of strong, self-actualizing women history much more interesting. I am encouraged by their can have a powerful , positive influence on both boys and girls. response and determined to integrate the history of women with the material presented in the traditional text. Students on the Sandra Hughes teaches sixth grade at Magnolia School in elementary school level are eager to learn about women, and the Upland, California. The list of women studied included : Jane Addams , Susan B. Anthony, Martha Berry , Elizabeth Blackwell, Mary Mcleod Bethune, Rachel Carson, Shirley Chisholm , Prudence Crandall , Marie Curie , Emily Dickinson , Emily Dunning , Amelia Earhart , Anne Hut ­ chinson , Jenny Johnson , Helen Keller , Abby Kelley , Mary Lyon, Maria Mitchell, Deborah Moody, Lucretia Mott , Carry Nation , Annie Oakley, Eleanor Roosevelt, Sacajawea , Margaret Chase Smith, Elizabeth Cady Stanton , Harriet Beecher Stowe , Harriet Tubman, and Emma Willard . Teaching Lesbian Poetry * By Elly Bulkin In all that has been written about teaching women's literature, between nonlesbian students and lesbian material. Although I about classroom approaches and dynamics , there is almost no do think that a nonlesbian teacher should teach lesbian writing in discussion of ways to teach lesbian literature.
    [Show full text]
  • The First Woman's Rights Claims Concerning Wives' Household Labor, 1850-1880
    Articles Home As Work: The First Woman's Rights Claims Concerning Wives' Household Labor, 1850-1880 Reva B. Siegelt CONTENTS INTRODUCnION .............................................. 1075 I. GENESIS OF A RIGHTS DISCOURSE .............................. 1081 A. The Law of MaritalProperty in the Antebellum Era .............. 1082 B. Women's Household Labor in the Antebellum Era ................ 1086 C. Ideological Sources of Joint Property Advocacy ................. 1091 1. Utopian Communitarianism ............................ 1094 2. Abolitionism and PoliticalAntislavery .................... 1098 t Acting Professor of Law, University of California at Berkeley; Visiting Professor of Law, Yale Law School, 1993-94. B.A., 1978, M.Phil. 1982, J.D. 1986, Yale University. This Article is dedicated to Hannah, Anna, and Eve, as well as to "Pen-Holder" and all the rest of "my ladies," whose voices I have tried to make audible in these pages. I owe deep thanks to the many friends and colleagues who helped me with the manuscript along the way: Hugh Baxter, Mary Becker, Nancy Cott, Ira Ellman, Thomas Ferraro, William Fletcher, Gillian Hadfield, Hendrick Hartog, Herma Hill Kay, Christine Littleton, Kristin Luker, Martha Minow, Andrea Peterson, Robert Post, Derick Schilling, Harry Scheiber, Maijorie Shultz, Joan Williams, and workshop participants at the Yale Law School and the University of Chicago Law School. Special thanks go to Ann Lucas, Rebecca Schleifer, Laura Schlichtmann, and Peggie Smith for their research assistance, to my editor, Jonathan Weissglass, to Kristin Largent-Moyes for all kinds of help with "HAW," and to Boalt Hall and the Center for the Study of Law and Society for financial support so generously provided. 1073 1074 The Yale Law Journal [Vol.
    [Show full text]
  • The Worcester Womens Rights Convention
    THE WORCESTER WOMENS RIGHTS CONVENTION OF 1850: A SOCIAL ANALYSIS OF THE RANK AND FILE MEMBERSHIP By HOLLY N. BROWN Bachelor of Arts University of Kentucky Lexington, Kentucky 1994 Submitted to the Faculty of the Graduate College of the Oklahoma State University in partial fulfillment of the requirements for the Degree of MASTERS OF ARTS May, 1997 THE WORCESTER WOMENS RIGHTS CONVENTION OF 1850: A SOCIAL ANALYSIS OF THE RANK AND FILE MEMBERSHIP Thesis Approved: . ~ 1t1'J~ cd ~~ Dean of the Graduate College 11 PREFACE This study analyzed the membership of the Worcester Women's Rights Convention of 1850, to compare the major characteristics of this group to the general population of Worcester, Massachusetts in 1850. The members of the convention were urban, white, Protestant and different from the general population. The city of Worcester's population was much more diverse. Within the membership group it was found that they were not all of the same socio-economic background. By dividing the one group into three categories--antislavery organizers, women, and men--the study found that there were working class as well as upper and middle class individuals at the convention. The class diversity occurred almost wholly among women. The bulk of the research of this study was conducted at the American Antiquarian Society in Worcester, Massachusetts. Sources were also located at the Worcester Historical Museum and the Worcester Room at the Worcester Public Library. 111 ACKNOWLEDGEMENTS I wish to express my sincere appreciation to my major advisor, Dr. James Huston for his intelligent supervision, constructive guidance, and for his time and effort in my education on quantification.
    [Show full text]
  • Against Patriarchy: Tools for Men to Further Feminist Revolution* June 25, 2013 by Chris Crass
    Against Patriarchy: Tools for Men to Further Feminist Revolution* June 25, 2013 By Chris Crass For all of us who are men who believe in social justice, who want healthy and beautiful lives for our loved ones, and who are working for positive change in the world, let us commit or re-commit to making feminism central in our lives, values, and actions. Black feminist scholar bell hooks writes, “When women and men understand that working to eradicate patriarchal domination is a struggle rooted in the longing to make a world where everyone can live fully and freely, then we know our work to be a gesture of love.” She continues, “Let us draw upon that love to heighten our awareness, deepen our compassion, intensify our courage, and strengthen our commitment.” It is time for men in the millions to take courageous action in our society to further feminist revolution. The everyday violence and oppression of sexism in our society is epidemic and not only must end, but can end. Sexism devastates our relationships, communities, social justice efforts, and our lives. While we did not choose to be men in a patriarchal society, we have the choice to be feminists and work against sexism. Below is a list of tools and suggestions that have helped me over the years as I have struggled to understand what it means to be a man working for feminism.[1] Let us look to the leadership of women and gender oppressed people for guidance and work alongside them, let us bring more and more men into feminist efforts, let us embrace feminism as a healing and transformative force in our lives, and let us feel in our hearts that we can do this.[2] 1.
    [Show full text]
  • Views Expressed in the Toledo Club Topics Are Not Necessarily Those of the Toledo Club Board Or Its Members Unless Stated
    OCTOBER 2020 VOLUME 11 • ISSUE NO. 5 1920-2020 CELEBRATING A CENTURY, OF A WOMAN S RIGHT TO VOTE SEE PAGE 6 TOLEDO CLUB OFFICERS PRESIDENT Greg Wagoner VICE PRESIDENT Doug Kearns OCTOBER CLUB Events TREASURER Kathy Mikolajczak SECRETARY Bill Wolff MARK YOUR CALENDAR! Take a look below at the many and varied events to attend this fall TOLEDO CLUB STAFF at the Club. ADMINISTRATION Jeff Anderson, CCM, CCE, General Manager 419-254-2988 @ janderson toledoclub.org Please NOTE: The Club continues to plan a full calendar of events while adhering Ed Mackiewicz, Assistant General Manager 419-254-2977 [email protected] to the state mandates, and to aid in that, many activities and events are outdoors, Dawn Miller, Executive Assistant but will move indoors as the weather becomes more challenging. Please contact 419-254-2980 [email protected] the Club for the latest information on events. FOOD & BEVERAGE SERVICE Theresa Carroll, Director of Catering and Events 419-254-2981 [email protected] Sean Moran, Executive Chef SATURDAY 3 Fall Squash Festival 419-243-2200 ext. 2964 [email protected] Charlotte Hall This family-friendly event will be an Concierge and Member Relations Manager end-of-season celebration, with outdoor ACCOUNTING fun and games, music, complimentary food Andrew Dunstan, Finance Director and drink, and squash! You can even see 419-254-2970 [email protected] the Club Championship finals matches Dawn Miller, Accounting Analyst streamed on the big screen! 419-254-2980 [email protected] ATHLETIC TUESDAY 6 First Tuesday Dinner in the FDR Eddie Charlton, Squash Director 419-254-2962 [email protected] Lynette Glorioso, Fitness Director FRIDAY 9 Friday Night in the Founders (Dinner in the FDR) 419-254-2990 [email protected] 5 –9 PM SECURITY David Rainey, Operations Manager Members’ Jam 419-254-2967 6 PM | Red Room TOPICS EDITORIAL STAFF MONDAY 12 Columbus Day Chairman: Mark Keesey Food and beverage operations and all administrative offices will be closed.
    [Show full text]
  • WORCESTER WOMEN's HISTORY PROJECT Ann Marie Shea, WWHP
    W ORCESTER W OMEN’S H ISTORY P ROJECT We remember our past . to better shape our future. VOLUME 16, NO. 2 FALL 2016 WWHP PRESIDENT’S ADDRESS NOTICE WOMEN’S EQUALITY DAY OF AUGUST 26, 2016, NOON 21st Annual Meeting CITY HALL PLAZA, WORCESTER Thursday, October 27, 2016 5:30 p.m. Good afternoon. Worcester Historical Museum As president of Worcester Women’s History Project, I am honored to followed by welcome all of you to this celebration of the 96th anniversary of the passage of the Nineteenth Amendment to the U.S. Constitution, recognizing the right of “The History and Culture of American women to vote. Northeast Native American Women” For those of you who are not familiar with the Worcester Women’s History by Project website, I’d like to take this opportunity to acquaint you with the or- Christine M. DeLucia, ganization. Worcester Women's History Project seeks to: Assistant Professor of History, raise awareness of the rich history of women in the Worcester area Mount Holyoke College create national recognition of Worcester's role in the history of the women's rights movement Light Refreshments advance the ideals put forth in the 1850 convention that there should be "equality before the law, without distinction of sex or color," or ethnicity. ALL WELCOME Although the 1848 Seneca Falls conference is often mentioned in regard to 19th century feminism, the first NATIONAL Woman’s Rights Convention took INSIDE THIS ISSUE place right here in Worcester in 1850. Slavery was, of course, at that time legal in many states of the Union, and Snippets 2 the cause of abolitionism was in 1850 in Worcester inseparable from women’s 21st Annual Meeting 3 rights.
    [Show full text]
  • Feasibility Study
    Women’s Rights National History Trail Feasibility Study Study Report 2002 1 TableTable ofof ContentsContents vey, Library of Congress vey, Susan B. Anthony House, 17 Madison St., Rochester, Monroe County, NY 2 Historic American Building Sur Source: Resolved, that all laws which prevent woman from occupying such a station in society as her conscience shall dictate, or which place her in a position inferior to that of man, are contrary to the great precept of nature and therefore of no force or authority. -Declaration of Sentiments, 1848 Table of Contents 4 Executive Summary 8 I: Study Purpose and Background 8 Legislation 8 Current Efforts to Preserve and Interpret Properties Associated with the Women’s Rights Movement. 13 Study Process 16 II: Study Findings 16 Defining the Women’s Rights Movement 18 Relationship to National Park Service Thematic Framework 18 Historical Summary 20 Women’s Rights Historic Property Sample 23 Properties Not Included in the Property Sample 28 III: Partnership Concepts 28 Evaluation of Proposed National Historic Trail Concept 29 Partnership Concept 1 – “Votes for Women” History Trail (Upstate New York) 31 Partnership Concept 2 – National Women’s Rights History Project 33 Partnership Concept 3 – National Women’s Rights History Project and Partnerships Network 36 Options eliminated from further consideration 37 Consultation and Coordination 38 IV: Environmental Consequences 44 Appendixes 44 Appendix A: Declaration of Sentiments 47 Appendix B: Framework Defining the Women’s Rights Movement 56 Appendix C: Historical
    [Show full text]