DOCSLIB.ORG

Harry Truman and Independence, Missouri:" This Is Where I Belong." Teaching with Historic Places

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Harry Truman and Independence, Missouri: DOCUMENT RESUME ED 476 348 SO 034 839 AUTHOR Harmon, Randy TITLE Harry Truman and Independence, Missouri: "This Is Where I Belong." Teaching with Historic Places. INSTITUTION National Park Service (Dept. of Interior), Washington, DC. National Register of Historic Places. PUB DATE 2003-00-00 NOTE 35p. AVAILABLE FROM National Park Service, Teaching with Historic Places, 1849 C Street NW, Suite NC400, Washington, DC 20240. For full text: http://www.cr.nps.gov/ nr/twhp/wwwlps/lessons/103TRUMAN/103TRUMAN.htm. PUB TYPE Guides Classroom Teacher (052) EDRS PRICE EDRS Price MF01/PCO2 Plus Postage. DESCRIPTORS *Built Environment; *Historic Sites; Material Culture; *Presidents of the United States; Primary Sources; Secondary Education; Social Studies; *United States History IDENTIFIERS National History Standards; National Register of Historic Places; Site Visits; *Truman (Harry S) ABSTRACT Harry S. Truman (1884-1972) spent 64 years of his life in Independence, Missouri. The qualities instilled in him there as a child and young adult guided him personally and in his careers as farmer, judge, senator, and President of the United States (1945-53). After leaving public office in 1953, he returned to his hometown to live among the family and neighbors who had always supported him. The house where Truman and his wife shared 53 years of married life is preserved today as the Harry S. Truman National Historic Site. The home and neighborhood help people understand the life and character of the 33rd President. This lesson can be used in U.S. history, social studies, or geography courses in a unit on Truman's presidency; or incorporated in a study of the role of small towns in U.S. society and how notable people are shaped by their early years. The lesson plan contains eight section's: (1) "About This Lesson"; (2) "Getting Started: Inquiry Question"; (3)"Setting the Stage: Historical Context";(4) "Locating the Site: Maps" (Missouri; Kansas City, Independence, and Grandview, Missouri); (5) "Determining the Facts: Readings" (Years of Growth (1884- 1906); Years of Change and Challenges (1906-1934); Harry Truman and National Politics (1935-1952); Retirement Years (1953-1972); (6) "Visual Evidence: Images" (Harry Truman's Independence; Truman House, 1904; Truman House Today; Courthouse Square, Independence);(7) "Putting It All Together: Activities" (The Place We Call Home; Why Preserve Old Buildings?); and (8) "Supplementary Resources." (BT) Reproductions supplied by EDRS are the best that can be made from the original document. The National Park Service Teaching with Historic Places Harry Truman and Independence, Missouri: "This is Where I Belong" Teaching with Historic Places National Register of Historic Places National Park Service 1849 C. Street, N.W., Suite NC400 Washington, D.C. 20240 ce) OC) http://www.cr.nps.gov/nr/twhp/wwwlps/lessons/103TRUMAN/103TRUMAN.htm cr) 2003 O BEST COPY AVAILABLE CI) A Program of the National Park Service's NationalRegister of Historic Places U.S. DEPARTMENT OF EDUCATION Ott ice of Educational R search and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 4 This document has been reproduced as received from the person or organization originating it. 2 Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent nifiriol r1 Gar. nncifinn nr nnlinst_ LPL r Teaching with Historic Places (TwHP) is a program of the National Register of Historic Places. The National Register is maintained by the National ParkService, U.S. Department of Interior, as the nations's official list of cultural resources significant in American history, architecture, archeology, engineering, andculture. TwHP is sponsored, in part, by the Cultural Resources Training Initiativeand Parks as Classrooms programs of the National ParkService. This lesson is one in a series that brings the important stories of historic places into classrooms acrossthe country. For more information, contact Teaching with HistoricPlaces, National Register of Historic places, 1849 C Street, NW, Suite NC400, Washington,D.C. 20240, or visit the program's Web site at www.cr.nps.gov/nr/twhp. 3 BESTCOPYAVA1LABLE Teaching with Historic Places Lesson Plans Harry Truman and Independence, Missouri: "This is Where I Belong" I've been taking my walks around the city and passing places that bring back wonderful recollections. The Presbyterian Church...where I started to Sunday school at the age of six years, where I first saw a lovely little golden haired girl who is still the lovely lady,...[Bess Wallace IP* Truman]. What a pleasure to be til back here at home--once more a t oumsigoll:Na!!!nsiglii free and independent citizen of ::!14HIM7Z.4.4411ollt..--jtigintii011111111 II, the gateway city of the old Great West.' Harry S Truman (1884-1972) spent 64 years of his life in Independence, Missouri. The qualities instilled in him as a child and young adult here guided him personally as well as in his career as a farmer, judge, senator, and eventually President of the United States (1945-53). After leaving public office in 1953, he returned to his hometown to live among the family and neighbors who had always supported him. --r Today, one can follow in the footsteps of the "Man from Missouri" down Independence's tree-lined streets and along routes that President Truman took during his early morning walks. Many of the places that figured in Truman's life remain, (National Park Service) 1 4 including the Presbyterian church where he met his future wife and the county courthouse where he began his political career. The house where Truman and his wife shared 53 years of married life is preserved today as Harry S Truman National Historic Site. The home and neighborhood help us understand the life and character of our 33rd President. ' Robert H. Ferrell, ed. The Autobiography of Harry S Truman (Boulder, Co.: Colorado Associated University Press, 1980), 109-111. The lesson is based on the Harry S Truman National Historic Site and the Harry S Truman Historic District, two of the thousands of properties/historic districts listed in the National Register of Historic Places. The Harry S Truman Historic District has been designated a National Historic Landmark. 2 5 Table of Contents About This Lesson Getting Started: Inquiry Question Setting the Stage: Historical Context Locating the Site: Maps 1. Missouri 2. Kansas City, Independence, and Grandview, Missouri Determining the Facts: Readings 1. Years of Growth (1884-1906) 2. Years of Change and Challenges (1906-1934) 3. Harry Truman and National Politics (1935-1952) 4. The Retirement Years (1953-1972) Visual Evidence: Images 1. Harry Truman's Independence 2. The Truman House, 1904 3. The Truman House Today 4. Courthouse Square, Independence, Missouri Putting It All Together: Activities 1. The Place We Call Home 2. Why Preserve Old Buildings? Supplementary Resources About This Lesson The lesson is based on the National Register of Historic Places registration files for the Harry S Truman National Historic Site, materials from the Harry S Truman Presidential Library, and information from leading biographers. Randy Harmon, former Park Ranger at Harry S Truman National Historic Site, wrote Harry Truman and Independence, Missouri: "This is Where I Belong."Jean West, education consultant, and the Teaching with Historic Places staff edited the lesson. TwHP is sponsored, in part, by the Cultural Resources Training Initiative and Parks as Classrooms programs of the National Park Service. This lesson is one in a series that brings the important stories of historic places into classrooms across the country. Where it fits into the curriculum Topics: This lesson could be used in American history, social studies, or geography courses in a unit on Truman's presidency. It also could be incorporated in a study of the role of small towns in American society and how notable Americans are shaped by their early years. Time period: 20th century See Attached Relevant United States History Standards for Grades 5-12 Objectives for students 1) To examine Harry Truman's early years and determine how his upbringing influenced his character. 2) To explore Harry Truman's relationship with his family and neighbors in Independence before, during, and after the Presidency. 3) To trace Truman's political career from county judge to President and evaluate some of the decisions he made as a politician. 4) To consider the value of preserving buildings important to the history of our nation. 5) To locate and analyze historic buildings in their own community. 4 Materials for students The materials listed below can be photocopied, and distributed to students 1) two maps of Independence, Missouri and surrounding region; 2) four readings on Harry S Truman's life and career; 3) three photographs of the Truman house and historic district; 4) one drawing of Truman's neighborhood in Independence. Visiting the site The Harry S Truman National Historic Site is made up of two units--one located in Independence and the other in Grandview, Missouri. The Independence home is located at 219 North Delaware Street. Tickets can be purchased at the park visitor center at the corner of Truman Road and Main Street. The visitor center is open 8:30 a.m. to 5:00 p.m. except New Year's Day, Thanksgiving, and Christmas Day. The Truman farm is located 1/2 mile west of Highway 71 on Blue Ridge Blvd. in Grandview. The farm home is open from 9:00 a.m. to 4:00 p.m. on Fridays, Saturdays, and Sundays from the first Friday in May through the last Sunday in August. The grounds are open for visiting, using a self-guided brochure available onsite, seven days a week all year during daylight hours. For more information, contact the Superintendent, Harry S Truman National Historic Site, 223 North Main Street, Independence, MO 64050, or http://www.nps.gov/hstr/index.htm 5 United States History Standards for Grades 5-12 Harry Truman and Independence, Missouri: "This is Where I Belong" relates to the following National Standards for History: Era 8: The Great Depression and World War II (1929-1945) Standard 3B- The student understands World War II and how the Allies prevailed.
Load more

Recommended publications
  • Harry Truman, the Atomic Bomb and the Apocalyptic Narrative
    Volume 5 | Issue 7 | Article ID 2479 | Jul 12, 2007 The Asia-Pacific Journal | Japan Focus The Decision to Risk the Future: Harry Truman, the Atomic Bomb and the Apocalyptic Narrative Peter J. Kuznick The Decision to Risk the Future: Harry stressed that the future of mankind would be Truman, the Atomic Bomb and theshaped by how such bombs were used and Apocalyptic Narrative subsequently controlled or shared.[3] Truman recalled Stimson “gravely” expressing his Peter J. Kuznick uncertainty about whether the U.S. should ever use the bomb, “because he was afraid it was so I powerful that it could end up destroying the whole world.” Truman admitted that, listening In his personal narrative Atomic Quest, Nobel to Stimson and Groves and reading Groves’s Prize-winning physicist Arthur Holly Compton, accompanying memo, he “felt the same who directed atomic research at the University fear.”[4] of Chicago’s Metallurgical Laboratory during the Second World War, tells of receiving an urgent visit from J. Robert Oppenheimer while vacationing in Michigan during the summer of 1942. Oppenheimer and the brain trust he assembled had just calculated the possibility that an atomic explosion could ignite all the hydrogen in the oceans or the nitrogen in the atmosphere. If such a possibility existed, Compton concluded, “these bombs must never be made.” As Compton said, “Better to accept the slavery of the Nazis than to run a chance of drawing the final curtain on mankind.”[1] Certainly, any reasonable human being could be expected to respond similarly. Three years later, with Hitler dead and the Nazis defeated, President Harry Truman faced Truman and Byrnes en route to Potsdam, July a comparably weighty decision.
    [Show full text]
  • 'Harry Truman' by David Blanchflower
    Harry Truman 12 April 1945 – 20 January 1953 Democrat By David Blanchflower Full name: Harry S Truman Date of birth: 8 May 1884 Place of birth: Lamar, Missouri Date of death: 26 December 1972 Site of grave: Harry S Truman Presidential Library & Museum, Independence, Missouri Education: Spalding’s Commercial College, Kansas City Married to: Bess Wallace. m. 1919. (1885-1982) Children: 1 d. Margaret "You know, it's easy for the Monday morning quarterback to say what the coach should have done, after the game is over. But when the decision is up before you - - and on my desk I have a motto which says The Buck Stops Here" Harry Truman, National War College, December 19th, 1952 'Give 'em hell' Harry S. Truman was the 33rd president of the United States and also the 33rd tallest. He was born on May 8th, 1884 and died at age 88 on December 22nd, 1972. Of note also is that V- E Day occurred on Truman's birthday on May 8th, 1945. He had no middle name. His parents gave him the middle initial, 'S', to honor his grandfathers, Anderson Shipp Truman and Solomon Young. He married his wife Elizabeth 'Bess' Wallace on June 28, 1919; he had previously proposed in 1911 and she turned him down; but they finally got engaged in 1913. She had been in his class at school when he was six and she was five, and she sat in the desk immediately behind him. The couple had one child, Mary Margaret Truman. Harry was a little man who did a lot, standing just 5 feet 9 inches tall which is short for a president.
    [Show full text]
  • Truman, ''Faith-Based'' Diplomatie Et Ambigüités Du Plan Marshall: Cas
    Truman, ”faith-based” diplomatie et ambigüités du Plan Marshall : cas de la France de l’après-guerre Jean-Marie Autran To cite this version: Jean-Marie Autran. Truman, ”faith-based” diplomatie et ambigüités du Plan Marshall : cas de la France de l’après-guerre. Histoire. Université Michel de Montaigne - Bordeaux III, 2015. Français. NNT : 2015BOR30023. tel-01245761 HAL Id: tel-01245761 https://tel.archives-ouvertes.fr/tel-01245761 Submitted on 17 Dec 2015 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Université Michel de Montaigne Bordeaux 3 École Doctorale Montaigne Humanités (ED 480) Équipe de recherche : Culture, Langue, Littérature des Mondes Anglophones (CLIMAS, EA 4196) THÈSE DE DOCTORAT EN ÉTUDES ANGLOPHONES Truman, « faith-based » diplomatie et ambigüités du Plan Marshall. Le cas de la France de l'Après-guerre. Présentée et soutenue publiquement le 6 juillet 2015 par Jean-Marie AUTRAN Sous la direction de Madame Bernadette Rigal-Cellard Membres du jury Mme Blandine Chelini-Pont, Professeur, Université Aix-Marseille, Rapporteur. M. Pierre Sicard, Professeur, Université de Picardie, Rapporteur. M. Pierre Chaissaigne, Professeur, Université Bordeaux Montaigne. Mme Bernadette Rigal-Cellard, Professeur, Université Bordeaux Montaigne. 1 2 À mon épouse, Sheryl À mes enfants, Chloé, Wesley et Kevin À mon frère Philippe À la mémoire de mes parents 3 Je suis baptiste par éducation et par conviction, que Jean le Baptiste a reconnu et baptisé le Sauveur du monde, Jésus.
    [Show full text]
  • Uniting Mugwumps and the Masses: the Role of Puck in Gilded Age Politics, 1880-1884
    Uniting Mugwumps and the Masses: The Role of Puck in Gilded Age Politics, 1880-1884 Daniel Henry Backer McLean, Virginia B.A., University of Notre Dame, 1994 A Thesis presented to 1he Graduate Faculty of the University of Virginia in Candidacy for the Degree of Master of Arts Department of English University of Virginia August 1996 WARNING! The document you now hold in your hands is a feeble reproduction of an experiment in hypertext. In the waning years of the twentieth century, a crude network of computerized information centers formed a system called the Internet; one particular format of data retrieval combined text and digital images and was known as the World Wide Web. This particular project was designed for viewing through Netscape 2.0. It can be found at http://xroads.virginia.edu/~MA96/PUCK/ If you are able to locate this Website, you will soon realize it is a superior resource for the presentation of such a highly visual magazine as Puck. 11 Table of Contents Introduction 1 I) A Brief History of Cartoons 5 II) Popular and Elite Political Culture 13 III) A Popular Medium 22 "Our National Dog Show" 32 "Inspecting the Democratic Curiosity Shop" 35 Caricature and the Carte-de-Viste 40 The Campaign Against Grant 42 EndNotes 51 Bibliography 54 1 wWhy can the United States not have a comic paper of its own?" enquired E.L. Godkin of The Nation, one of the most distinguished intellectual magazines of the Gilded Age. America claimed a host of popular and insightful raconteurs as its own, from Petroleum V.
    [Show full text]
  • Fortress of Liberty: the Rise and Fall of the Draft and the Remaking of American Law
    Fortress of Liberty: The Rise and Fall of the Draft and the Remaking of American Law Jeremy K. Kessler∗ Introduction: Civil Liberty in a Conscripted Age Between 1917 and 1973, the United States fought its wars with drafted soldiers. These conscript wars were also, however, civil libertarian wars. Waged against the “militaristic” or “totalitarian” enemies of civil liberty, each war embodied expanding notions of individual freedom in its execution. At the moment of their country’s rise to global dominance, American citizens accepted conscription as a fact of life. But they also embraced civil liberties law – the protections of freedom of speech, religion, press, assembly, and procedural due process – as the distinguishing feature of American society, and the ultimate justification for American military power. Fortress of Liberty tries to make sense of this puzzling synthesis of mass coercion and individual freedom that once defined American law and politics. It also argues that the collapse of that synthesis during the Cold War continues to haunt our contemporary legal order. Chapter 1: The World War I Draft Chapter One identifies the WWI draft as a civil libertarian institution – a legal and political apparatus that not only constrained but created new forms of expressive freedom. Several progressive War Department officials were also early civil libertarian innovators, and they built a system of conscientious objection that allowed for the expression of individual difference and dissent within the draft. These officials, including future Supreme Court Justices Felix Frankfurter and Harlan Fiske Stone, believed that a powerful, centralized government was essential to the creation of a civil libertarian nation – a nation shaped and strengthened by its diverse, engaged citizenry.
    [Show full text]
  • Politics in the Gilded Age
    Politics in the Gilded Age MAIN IDEA WHY IT MATTERS NOW Terms & Names Local and national political Political reforms paved the way •political machine •James A. Garfield corruption in the 19th for a more honest and efficient •graft •Chester A. Arthur century led to calls for government in the 20th century •Boss Tweed •Pendleton Civil reform. and beyond. •patronage Service Act •civil service •Grover Cleveland •Rutherford B. •Benjamin Hayes Harrison One American's Story Mark Twain described the excesses of the late 19th centu- ry in a satirical novel, The Gilded Age, a collaboration with the writer Charles Dudley Warner. The title of the book has since come to represent the period from the 1870s to the 1890s. Twain mocks the greed and self-indulgence of his characters, including Philip Sterling. A PERSONAL VOICE MARK TWAIN AND CHARLES DUDLEY WARNER “ There are many young men like him [Philip Sterling] in American society, of his age, opportunities, education and abilities, who have really been educated for nothing and have let themselves drift, in the hope that they will find somehow, and by some sudden turn of good luck, the golden road to fortune. He saw people, all around him, poor yesterday, rich to-day, who had come into sud- den opulence by some means which they could not have classified among any of the regular occupations of life.” —The Gilded Age ▼ A luxurious Twain’s characters find that getting rich quick is more difficult than they had apartment thought it would be. Investments turn out to be worthless; politicians’ bribes eat building rises up their savings.
    [Show full text]
  • A Counterintelligence Reader, Volume 2 Chapter 1, CI in World
    CI in World War II 113 CHAPTER 1 Counterintelligence In World War II Introduction President Franklin Roosevelts confidential directive, issued on 26 June 1939, established lines of responsibility for domestic counterintelligence, but failed to clearly define areas of accountability for overseas counterintelligence operations" The pressing need for a decision in this field grew more evident in the early months of 1940" This resulted in consultations between the President, FBI Director J" Edgar Hoover, Director of Army Intelligence Sherman Miles, Director of Naval Intelligence Rear Admiral W"S" Anderson, and Assistant Secretary of State Adolf A" Berle" Following these discussions, Berle issued a report, which expressed the Presidents wish that the FBI assume the responsibility for foreign intelligence matters in the Western Hemisphere, with the existing military and naval intelligence branches covering the rest of the world as the necessity arose" With this decision of authority, the three agencies worked out the details of an agreement, which, roughly, charged the Navy with the responsibility for intelligence coverage in the Pacific" The Army was entrusted with the coverage in Europe, Africa, and the Canal Zone" The FBI was given the responsibility for the Western Hemisphere, including Canada and Central and South America, except Panama" The meetings in this formative period led to a proposal for the organization within the FBI of a Special Intelligence Service (SIS) for overseas operations" Agreement was reached that the SIS would act
    [Show full text]
  • Tenements City Sanitation
    Growing Pains Tenements Tenements helped answer the growing demand for housing in major urban centers throughout the mid-1800s and early 1900s. While more affluent city residents were relocating to more desirable areas, immigrants were flooding into America’s cities. New York’s Lower East Side especially became the landing point of countless immigrant families. Former single-family homes were retrofitted and subdivided to accommodate multiple families. In some instances, new floors were added to the tops of the buildings and additions were added onto the backs to accommodate more people. At the same time, new tenement buildings were quite literally on the rise. Most tenements were five to seven stories tall, twenty-five feet wide, and one hundred feet deep. Buildings were built as close together as possible in an effort to maximize space. This resulted in limited air circulation. Most rooms in tenement buildings received no natural light. To make matters worse, the buildings were built quickly and inexpensively with poor or no plumbing and, in many instances, no fire escapes. Tenements facilitated the rapid spread of disease, as in 1849 when some five thousand people died from cholera in New York City. The proximity of these buildings, as well as their poor ventilation and building materials, also made them susceptible to fire. This was the case in Chicago in 1871 when a fire destroyed numerous city blocks. There were some early efforts to regulate tenements in the late 1860s, including the Tenement House Act that required buildings to have a minimum of one toilet for every twenty occupants.
    [Show full text]
  • President Harry S Truman's Office Files, 1945–1953
    A Guide to the Microfilm Edition of RESEARCH COLLECTIONS IN AMERICAN POLITICS Microforms from Major Archival and Manuscript Collections General Editor: William E. Leuchtenburg PRESIDENT HARRY S TRUMAN’S OFFICE FILES, 1945–1953 Part 2: Correspondence File UNIVERSITY PUBLICATIONS OF AMERICA A Guide to the Microfilm Edition of RESEARCH COLLECTIONS IN AMERICAN POLITICS Microforms from Major Archival and Manuscript Collections General Editor: William E. Leuchtenburg PRESIDENT HARRY S TRUMAN’S OFFICE FILES, 1945–1953 Part 2: Correspondence File Project Coordinators Gary Hoag Paul Kesaris Robert E. Lester Guide compiled by David W. Loving A microfilm project of UNIVERSITY PUBLICATIONS OF AMERICA An Imprint of CIS 4520 East-West Highway • Bethesda, Maryland 20814-3389 LCCN: 90-956100 Copyright© 1989 by University Publications of America. All rights reserved. ISBN 1-55655-151-7. TABLE OF CONTENTS Introduction ............................................................................................................................ v Scope and Content Note ....................................................................................................... xi Source and Editorial Note ..................................................................................................... xiii Reel Index Reel 1 A–Atomic Energy Control Commission, United Nations ......................................... 1 Reel 2 Attlee, Clement R.–Benton, William ........................................................................ 2 Reel 3 Bowles, Chester–Chronological
    [Show full text]
  • USA - the United States of America
    Sydney (+61 2) 8825 9300 Melbourne (+61 3) 9799 5800 Brisbane (+61 7) 3348 2500 www.ossworldwidemovers.com USA - The United States of America Everyone has an opinion on the USA. A main player on the world stage, the United States is constantly under the global media spotlight. Whatever your stance, you cannot deny that this North American nation has a lot to offer in terms of diversity; from the creaking depths of the Grand Canyon to the towering heights of Manhattan’s Empire State Building, the luscious tropical forests of Hawaii to the chiselled faces of Mount Rushmore, all fifty states are scattered with gasp-worthy natural wonders and impressive man-made marvels. The unrivalled entertainment capital of the world, the USA is bursting with theme parks, sports venues, and theatres. The turquoise waves of surf capital California and ski resorts of the snow-cloaked Rocky Mountains in Colorado provide ample excuses for adrenalin junkies to explore, whilst the palm-lined beaches of laid-back Miami and sweeping pastures of the Oklahoma prairies offer true relaxation. “Oh beautiful, for spacious skies, for amber waves of grain, for purple mountain majesties above the fruited plain.” The beloved patriotic song “America the Beautiful” hints at some of the country’s diverse, majestic landscape, which is certainly one of many reasons to visit the US but there are so many others. From its vast plains, snow-covered mountains, deep forests and strange rock formations, to soaring skyscrapers and a thunderous cultural scene, the USA is a collage of extremes. Nothing can prepare you for your first glimpse of Manhattan’s unforgettable skyline, your first ride in a yellow cab, the ubiquitous hamburger joints, yawning expanses of prairie, the sweet strains of New Orleans jazz, or the neon-lit excesses of Las Vegas.
    [Show full text]
  • Three Five Niner News
    AMERICAN LEGION PONY EXPRESS POST 359 2414 SOUTH 4TH STREET SAINT JOSEPH, MO 64501 - 3718 Three Five Niner News NAMED BEST NEWSLETTER BY DEPARTMENT OF MISSOURI FOR CATEGORY 5 FOR 2014, 2015, 2016, 2017, 2018 & 2019 April - June 2021 TABLE OF Commander’s Corner CONTENTS After a brutally cold February to close out winter, spring is on the way and with it the promise of new beginnings. Post elections are coming up and anyone interested in holding an office in the Post should contact the Adjutant for PAGE ONE - information on what the duties of specific offices are. We Commander’s will also be selecting delegates for District and Department Conventions (which we hope will happen this year). Finally, & Adjutant’s there are several Post Committees that need to be Comments staffed; if you are interested let the Adjutant know. Commander Jerome Goolsby There are a lot of members we still need to get renewed so please contact your PAGE TWO - friends that are eligible and make sure they are members of our Post by either get- Officer’s Notes ting them signed up or to pay their dues. PAGE THREE - - - - - Jerome Goolsby, Commander Calendar PAGES FOUR, FROM THE ADJUTANT FIVE, SIX, SEVEN, Nomination of officers for 2020 - 2021 will occur at our April meeting (April EIGHT AND NINE 20, 2021), and election of officers will occur at our May meeting (May 18, News from 2021). Anyone interested in running for an office in the Post needs to be sure to attend the April meeting. National/ Department We will also be selecting our delegates to the District and Department Conven- and tion at our May meeting.
    [Show full text]
  • Harry S. Truman and the Fight Against Racial Discrimination
    “Everything in My Power”: Harry S. Truman and the Fight Against Racial Discrimination by Joseph Pierro Thesis submitted to the Graduate Faculty of the Virginia Polytechnic Institute and State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS in History Peter Wallenstein, Chairman Crandall Shifflett Daniel B. Thorp 3 May 2004 Blacksburg, Virginia Keywords: civil rights, discrimination, equality, race, segregation, Truman “Everything in My Power”: Harry S. Truman and the Fight Against Racial Discrimination by Joseph Pierro Abstract Any attempt to tell the story of federal involvement in the dismantling of America’s formalized systems of racial discrimination that positions the judiciary as the first branch of government to engage in this effort, identifies the 1954 Brown v. Board of Education decision as the beginning of the civil rights movement, or fails to recognize the centrality of President Harry S. Truman in the narrative of racial equality is in error. Driven by an ever-increasing recognition of the injustices of racial discrimination, Truman offered a comprehensive civil rights program to Congress on 2 February 1948. When his legislative proposals were rejected, he employed a unilateral policy of action despite grave political risk, and freed subsequent presidential nominees of the Democratic party from its southern segregationist bloc by winning re-election despite the States’ Rights challenge of Strom Thurmond. The remainder of his administration witnessed a multi-faceted attack on prejudice involving vetoes, executive orders, public pronouncements, changes in enforcement policies, and amicus briefs submitted by his Department of Justice. The southern Democrat responsible for actualizing the promises of America’s ideals of freedom for its black citizens is Harry Truman, not Lyndon Johnson.
    [Show full text]