DOCSLIB.ORG

AVAILABLE from ABSTRACT DOCUMENT RESUME United States & New York State History, Grade 8. a Multicultural Perspective. Volume

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
AVAILABLE from ABSTRACT DOCUMENT RESUME United States & New York State History, Grade 8. a Multicultural Perspective. Volume DOCUMENT RESUME ED 418 011 SO 028 422 TITLE United States & New York State History, Grade 8. A Multicultural Perspective. Volume I. INSTITUTION New York City Board of Education, Brooklyn. Office of Multicultural Education. ISBN ISBN-1-55839-215-7 PUB DATE 1994-00-00 NOTE 284p.; For volumes 2 and 3, see SO 028 423-424. Reproduced photographs may not be clear. AVAILABLE FROM Publications Sales Center, 131 Livingston Street, Room 515, Brooklyn, NY 11201; telephone: 718-935-3990. PUB TYPE Guides Non-Classroom (055) EDRS PRICE MF01/PC12 Plus Postage. DESCRIPTORS Family History; Grade 8; *Immigration; Instructional Materials; Junior High Schools; Middle Schools; *Multicultural Education; *Social History; Social Studies; *State History; *United States History IDENTIFIERS *New York ABSTRACT This curriculum resource guide allows students to interpret key historical events and trends from the perspectives of a variety of cultural, linguistic, and ethnic groups. The 35 learning activities represent suggested approaches for teaching Units 7 and 8 of the New York State Grades 7 and 8 syllabus. Each unit is comprehensive, divided into topical learning activities. Focus questions, teacher background materials, major ideas, concepts, performance objectives, development strategies and worksheets are included. Follow-up activities provide extension suggestions for individual students or classes. Worksheets contain primary sources such as photographs, speeches, letters, and diaries of a particular era. Unit 7,"An Industrial Society," contains 25 learning activities. Unit 8,"The United States in an Increasingly Interdependent World," provides 10 activities. Contains a bibliography. (EH) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** ,r GRADE 8 UNITED STATES HISTORYNEW Yo STATE A MULTICULTURALVOLUME PERSPECTIVE I irsono ANL gr. bi fihrso, cN1 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement 71- EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) ilf**This document has been reproduced as received from the person or organization 00 originating it. O Minor changes have been made to c1 improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. >PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY J . BOARD OF EDUCATION OF THE CITY OF NEW YORK TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) BEST COPT AVAILABLE GRADE 8 TED STATEES HISTORYEAT YORK STAT A MULTICULTURAL PERSPECTIVE VOLUME I BOARD OF EDUCATION OF THE CITY OF NEW YORK Copyright © 1994 by the Board of Education of the City of New York Every effort has been made to ascertain proper ownership of copyrighted materials and obtain permission for their use. Any omission is unintentional and will be corrected in future printings upon proper notification. Application for permission to reprint any section of this material should be made to the Chancellor, 110 Livingston Street, Brooklyn, NY 11201. Reprint of any section of this material shall carry the line, "Reprinted from Grade 8 United States and New York State History: A Multicultural Perspective, Volume I by permission of the Board of Education of the City of New York? ISBN 1-55839-215-7 New York City public schools should order additional copies of this publication from the Bureau of Supplies. Other persons or institutions may obtain copies of this publication from the Publications Sales Center, Room 515, 131 Livingston Street, Brooklyn, NY 11201. See current catalogue for price. For information call (718) 935-3990. It is the policy of the Board of Education of the City School District of the City of New York not to discriminate on the basis of race, color, creed, religion, national origin, age, disability, marital status, sexual orientation, or sex in its educational programs, activities, and employment policies, and to maintain an environment free of sexual harassment, as required by law. Inquiries regarding compliance with appropriate laws may be directed to the Office of Equal Opportunity, 110 Livingston Street, Room 601, Brooklyn, N.Y. 11201, Telephone: (718) 935-3320. ii 4 Preface The cultural diversity of New York City has increased considerably over the last two decades. People from virtually every cultural, linguistic, and ethnic group in the world now come to live and work in our citytransforming it into a truly multicultural community. This trend both reflects and anticipates the worldwide movement toward a global society. As today's students move toward adulthood in the twenty-first century, they need to be aware of their own cultural identities, while understanding and appreciating the cultures of others. To help meet this challenge in the New York City public schools, we have begun to develop multicultural curricula in all subject areas. Grade 8 United States and New York State History: A Multicultural Perspective gives students the opportunity to interpret key historical events and trends from the perspectives of a variety of cultural, linguistic, and ethnic groups. This approach enables students to appreciate the contributions of all of our nation's peoples to history, and to acquire a body of knowledge that reflects the experiences and values representative of the many cultures that have helped construct our nation and our state. Through their active participation, students will come to understand that knowledge is itself dynamic, ever- changing, and open to debate. Active and critical engagement with history preserves and enriches our democratic ideals. The multicultural approach to history exemplified in these volumes will help our young people to acquire the knowledge, values, and skills they will need to participate fully in the life of our culturally complex community. BESTCOPYPNAILA6LE iii 5 ACKNOWLEDGMENTS Grade 8 United States and New York State History: A Richard Sanders, P.S. 84K Multicultural Perspective is a project of the Office of Frances E. Schafer, I.S. 293K Multicultural Education. Leslie Agard-Jones, Director Elizabeth Schiff, Alternative High Schools and of that office, provided overall supervision and Programs guidance for the development and review of the Burt E. Schuman, Jackson Heights-Elmhurst Kehillah manuscript. Eileen Neeson, Curriculum Developer, Steven Schwager, Manhattan Center High School Office of Multicultural Education, assisted in the Christopher Sgarro, Office of Instructional manuscript's preparation. Publications, DIPD Maria Santory Guasp, Executive Director, Division of Alan Singer, Hofstra University Instruction and Professional Development (DIPD), Reviewers and Steven Tribus, Director of the Office of Beryle Banfield, Metro Center, New York University Curriculum and Program Development, DIPD, Carol Berotte-Joseph, City College, City University assisted in the preparation of this guide. of New York Florence A. Jackson, former Community Assistant John Paul Bianchi, Community School District 8 Superintendent, supervised the development of the Gerrard Bushell, Council of the City of New York course outline and the activities of the writing team. Booker T. Coleman, Jr., Community School District 9 Arturo I. Sanchez, Office of Urban Affairs, City Philip I. Freedman, Lehman College, City University University of New York, and Herbert Boyd, College of of New York New Rochelle, assisted in the preparation of the Asa G Hilliard III, Georgia State University course outline and reviewed the manuscript Shirley Hune, Hunter College, City University of throughout its preparation. New York J. A. Irish, Medgar Evers College, City University of Special thanks are extended to Lloyd Bromberg, New York Director of Social Studies, Office of Curriculum and Clement London, Fordham University Program Development, for his assistance in reviewing Maurice Martinez, Hunter College, City University of the outline and the manuscript. New York The contributions of the following people are also Barbara Omolade, City College, City. University of gratefully acknowledged: New York Susan Rudin, Community School District 21 PrincipalWriters. Elliot Salow, Office of Professional Development, Lloyd Bromberg, DIPD DIPD Nehru Kelevh, P.S. 181 Jack Salzman, Columbia University Eileen Neeson, Office of Multicultural Education Virginia Sanchez-Korrol, Brooklyn College, City Kristine Policiano, Community School District 6 University of New York Contributing Writers Marietta Saravia-Shore, Columbia University Susan Saskia Sassen, Columbia University Melanie Banks, P.S. 332K William Seraile, Lehman College, City University of Stuart Benas, Edward R. Murrow High School New York Sumner Braunstein, Teacher (retired) Alan Singer, Hofstra University Geoffrey Cabat, Seward Park High School Joshua Sky, P.S. 230K Elaine Davis, P.S. 116Q Mutsuko Tanouchi, Eastchester Union Free Sharon Dennis, P.S. 8X School District Margaret Docherty, B.A.S.I.S. Marta Vega, Caribbean Culture Center Richard Dodici, J.H.S. 217Q Rue 7Alia Watkins, United Parents Association Richard Forman, Samuel J. Tilden High School Steven Kuntz, St. John's University This manuscript was prepared for publication by the Andrea Martin-Ricketts, P.S. 30Q Office of Instructional Publications, Nicholas A. Andrea Metzger, I.S. 115 Aiello, Director; Regina Paleski, Copy Chief; Kent Alaire Mitchell, Consultant Beaty, Supervisor of Production Administration.
Load more

Recommended publications
  • PLESSY V. FERGUSON (1896) ORIGINS of the CASE in 1892, Homer Plessy Took a Seat in the “Whites Only” Car of a Train and Refused to Move
    PLESSY v. FERGUSON (1896) ORIGINS OF THE CASE In 1892, Homer Plessy took a seat in the “Whites Only” car of a train and refused to move. He was arrested, tried, and convicted in the District Court of New Orleans for breaking Louisiana’s segregation law. Plessy appealed, claiming that he had been denied equal protection under the law. The Supreme Court handed down its decision on May 18, 1896. THE RULING The Court ruled that separate-but-equal facilities for blacks and whites did not violate the Constitution. LEGAL REASONING CALIFORNIA STANDARDS Plessy claimed that segregation violated his right to 11.10.2 Examine and analyze the key events, policies, and court cases in the evolution of civil rights, including Dred Scott v. equal protection under the law. Moreover he claimed Sandford, Plessy v. Ferguson, Brown v. Board of Education, that, being “of mixed descent,” he was entitled to “every Regents of the University of California v. Bakke, and California Proposition 209. recognition, right, privilege and immunity secured to HI 3 Students interpret past events and issues within the context the citizens of the United States of the white race.” in which an event unfolded rather than solely in terms of pres- Justice Henry B. Brown, writing for the majority, ruled: ent-day norms and values. “ The object of the [Fourteenth] amendment was LEGAL SOURCES . undoubtedly to enforce the absolute equality of the two races before the law, but . it could not have LEGISLATION been intended to abolish distinctions based upon color, or to enforce social, as distinguished from political U.S.
    [Show full text]
  • Than Segregation, Racial Identity: the Neglected Question in Plessy V
    Washington and Lee Journal of Civil Rights and Social Justice Volume 10 | Issue 1 Article 3 Spring 4-1-2004 MORE THAN SEGREGATION, RACIAL IDENTITY: THE NEGLECTED QUESTION IN PLESSY V. FERGUSON Thomas J. Davis Follow this and additional works at: https://scholarlycommons.law.wlu.edu/crsj Part of the Civil Rights and Discrimination Commons, and the Legal History Commons Recommended Citation Thomas J. Davis, MORE THAN SEGREGATION, RACIAL IDENTITY: THE NEGLECTED QUESTION IN PLESSY V. FERGUSON, 10 Wash. & Lee Race & Ethnic Anc. L. J. 1 (2004). Available at: https://scholarlycommons.law.wlu.edu/crsj/vol10/iss1/3 This Article is brought to you for free and open access by the Washington and Lee Journal of Civil Rights and Social Justice at Washington & Lee University School of Law Scholarly Commons. It has been accepted for inclusion in Washington and Lee Journal of Civil Rights and Social Justice by an authorized editor of Washington & Lee University School of Law Scholarly Commons. For more information, please contact [email protected]. MORE THAN SEGREGATION, RACIAL IDENTITY: THE NEGLECTED QUESTION IN PLESSY V. FERGUSON Thomas J. Davis* I. INTRODUCTION The U.S. Supreme Court's 1896 decision in Plessy v. Ferguson' has long stood as an ignominious marker in U.S. law, symbolizing the nation's highest legal sanction for the physical separation by race of persons in the United States. In ruling against thirty-four-year-old New Orleans shoemaker Homer Adolph Plessy's challenge to Louisiana's Separate Railway Act of 1890,2 the Court majority declared that we think the enforced separation of the races, as applied to the internal commerce of the state, neither abridges the privileges or immunities of the colored man, deprives him of his property without due process of law, nor denies him the equal protection of the laws, within the meaning of the Fourteenth Amendment.3 One commentator on the Court's treatment of African-American civil rights cast the Plessy decision as "the climactic Supreme Court pronouncement on segregated institutions."4 Historian C.
    [Show full text]
  • Red Press: Radical Print Culture from St
    Red Press: Radical Print Culture from St. Petersburg to Chicago Pamphlets Explanatory Power I 6 fDK246.S2 M. Dobrov Chto takoe burzhuaziia? [What is the Bourgeoisie?] Petrograd: Petrogr. Torg. Prom. Soiuz, tip. “Kopeika,” 1917 Samuel N. Harper Political Pamphlets H 39 fDK246.S2 S.K. Neslukhovskii Chto takoe sotsializm? [What is Socialism?] Petrograd: K-vo “Svobodnyi put’”, [n.d.] Samuel N. Harper Political Pamphlets H 10 fDK246.S2 Aleksandra Kollontai Kto takie sotsial-demokraty i chego oni khotiat’? [Who Are the Social Democrats and What Do They Want?] Petrograd: Izdatel’stvo i sklad “Kniga,” 1917 Samuel N. Harper Political Pamphlets I 7 fDK246.S2 Vatin (V. A. Bystrianskii) Chto takoe kommuna? (What is a Commune?) Petrograd: Petrogradskogo Soveta Rabochikh i Krasnoarmeiskikh Deputatov, 1918 Samuel N. Harper Political Pamphlets E 32 fDK246.S2 L. Kin Chto takoe respublika? [What is a Republic?] Petrograd: Revoliutsionnaia biblioteka, 1917 Samuel N. Harper Political Pamphlets E 31 fDK246.S2 G.K. Kryzhitskii Chto takoe federativnaia respublika? (Rossiiskaia federatsiia) [What is a Federal Republic? (The Russian Federation)] Petrograd: Znamenskaia skoropechatnaia, 1917 1 Samuel N. Harper Political Pamphlets E42 fDK246.S2 O.A. Vol’kenshtein (Ol’govich): Federalizm v Rossii [Federalism in Russia] Knigoizdatel’stvo “Luch”, [n.d.] fDK246.S2 E33 I.N. Ignatov Gosudarstvennyi stroi Severo-Amerikanskikh Soedinenykh shtatov: Respublika [The Form of Government of the United States of America: Republic] Moscow: t-vo I. D. Sytina, 1917 fDK246.S2 E34 K. Parchevskii Polozhenie prezidenta v demokraticheskoi respublike [The Position of the President in a Democratic Republic] Petrograd: Rassvet, 1917 fDK246.S2 H35 Prof. V.V.
    [Show full text]
  • Why the Supreme Court Lied in Plessy
    Volume 52 Issue 3 Article 1 2007 Why the Supreme Court Lied in Plessy David S. Bogen Follow this and additional works at: https://digitalcommons.law.villanova.edu/vlr Part of the Civil Rights and Discrimination Commons, Common Law Commons, Constitutional Law Commons, and the Legal History Commons Recommended Citation David S. Bogen, Why the Supreme Court Lied in Plessy, 52 Vill. L. Rev. 411 (2007). Available at: https://digitalcommons.law.villanova.edu/vlr/vol52/iss3/1 This Lecture is brought to you for free and open access by Villanova University Charles Widger School of Law Digital Repository. It has been accepted for inclusion in Villanova Law Review by an authorized editor of Villanova University Charles Widger School of Law Digital Repository. Bogen: Why the Supreme Court Lied in Plessy VILLANOVA LAW REVIEW VOLUME 52 2007 NUMBER 3 Reuschlein Lecture WHY THE SUPREME COURT LIED IN PLESSY DAVID S. BOGEN* 1. INTRODUCTION p LESSY v. Ferguson' is high on the list of the most reviled decisions of the Supreme Court, mentioned in the same breath as Dred Scott v. Sandford.2 It has a number of unfortunate statements 3 and the decision * Harold Gill Reuschlein Visiting Professor, Villanova University School of Law, Professor Emeritus of Law, University of Maryland School of Law. B.A. 1962, LL.B. 1965, Harvard University; LL.M., 1967, New York University. I would like to thank Villanova for the opportunity afforded by the Reuschlein professorship and the University of Maryland for a summer grant. The assistance of the staff at the Villanova University School of Law Library, particularly Amy Spare, and the University of Maryland School of Law Thurgood Marshall Library, particularly Maxine Grosshans, was indispensable, as was my research assistant, Justin Browne, University of Maryland class of 2008.
    [Show full text]
  • CONNECTING to COLLECTIONS PENNSYLVANIA a Five-Year Preservation Plan for Pennsylvania PROJECT OVERVIEW
    CONNECTING TO COLLECTIONS PENNSYLVANIA a five-year preservation plan for Pennsylvania PROJECT OVERVIEW Imagining Our Future: Preserving Pennsylvania’s Collections, published in August 2009, includes an in-depth analysis of conditions and needs at Pennsylvania’s collecting institutions, a detailed preservation plan to improve collections care throughout the state, and a five-year implementation timetable (2010-2015). The analysis concludes that many of Pennsylvania’s most important historic holdings must be considered at risk. Millions of items comprise these collections, and the financial resources available to care for them are limited and shrinking. Pennsylvania is a state vibrant with world-class art museums, libraries, historic sites. Arts and culture play a substantial role in creating business, jobs, and bringing revenue into the state and stewardship of its artifacts is too important —to the state, to the people, to the history of country—to be ignored. This call to action is a rallying cry for all future generations of Pennsylvanians. With generous support from the Institute of Museum and Library Services, and in close partnership with three leading preservation organizations, the Pennsylvania Historical and Museum Commission (PHMC), the Pennsylvania Federation of Museums and Historical Organizations (PFMHO), and LYRASIS, the Conservation Center for Arts & Historic Artifacts organized and led the assessment and planning process. The project was capably guided by a Task Force with representatives from the Office of (PA) Commonwealth Libraries, the Western Pennsylvania Museum Council, the Pennsylvania Caucus of the Mid- Atlantic Regional Archives Conference, Pennsylvania State University, the Philadelphia Area Consortium of Special Collections Libraries, the University of Pittsburgh, and Carnegie Mellon University.
    [Show full text]
  • House Un-American Activities Committee (HUAC)
    Cold War PS MB 10/27/03 8:28 PM Page 146 House Un-American Activities Committee (HUAC) Excerpt from “One Hundred Things You Should Know About Communism in the U.S.A.” Reprinted from Thirty Years of Treason: Excerpts From Hearings Before the House Committee on Un-American Activities, 1938–1968, published in 1971 “[Question:] Why ne Hundred Things You Should Know About Commu- shouldn’t I turn “O nism in the U.S.A.” was the first in a series of pam- Communist? [Answer:] phlets put out by the House Un-American Activities Commit- You know what the United tee (HUAC) to educate the American public about communism in the United States. In May 1938, U.S. represen- States is like today. If you tative Martin Dies (1900–1972) of Texas managed to get his fa- want it exactly the vorite House committee, HUAC, funded. It had been inactive opposite, you should turn since 1930. The HUAC was charged with investigation of sub- Communist. But before versive activities that posed a threat to the U.S. government. you do, remember you will lose your independence, With the HUAC revived, Dies claimed to have gath- ered knowledge that communists were in labor unions, gov- your property, and your ernment agencies, and African American groups. Without freedom of mind. You will ever knowing why they were charged, many individuals lost gain only a risky their jobs. In 1940, Congress passed the Alien Registration membership in a Act, known as the Smith Act. The act made it illegal for an conspiracy which is individual to be a member of any organization that support- ruthless, godless, and ed a violent overthrow of the U.S.
    [Show full text]
  • Ruth Bader Ginsburg's Jurisprudence of Opportunity and Equality
    RUTH BADER GINSBURG'S JURISPRUDENCE OF OPPORTUNITY AND EQUALITY DeborahJones Merritt* & David M. Lieberman** Two timeless women embody the ideals of our nation. In New York Harbor, the Statue of Liberty proclaims: "Give me your tired, your poor, / Your huddled masses yearning to breathe free ... ."I In Washington, D.C., the statue Contemplation of Justice sits solemnly before the main entrance to the Supreme Court of the United States.2 Above her head, on the building's architrave, appear the words "Equal Justice Under Law." These two promises, of opportunity and equality, have marked our nation's vision since its founding. The pledge of "equaljustice under law" is a profound one, positing a judicial system free of corruption and favoritism as well as one that dis- dains distinctions of class and caste. The true achievement of our country has been not merely the original expression of this idea, but our willing- ness to expand our commitment, gradually, to include propertyless white men, former male slaves, other men of color, women of all races, people with disabilities, gay and lesbian citizens, and others within the circle orig- inally reserved for the propertied white men who founded our nation. We began with a transcendent principle, but we have also had the humility to recognize our failings and to revise our behavior to draw closer to our ideal. Ruth Bader Ginsburg's work embodies that quest, as well as the deli- cate balance between honoring the timelessness of our Constitution and recognizing the depth of its enduring principles in new centuries and under new circumstances.
    [Show full text]
  • Summary of Sexual Abuse Claims in Chapter 11 Cases of Boy Scouts of America
    Summary of Sexual Abuse Claims in Chapter 11 Cases of Boy Scouts of America There are approximately 101,135sexual abuse claims filed. Of those claims, the Tort Claimants’ Committee estimates that there are approximately 83,807 unique claims if the amended and superseded and multiple claims filed on account of the same survivor are removed. The summary of sexual abuse claims below uses the set of 83,807 of claim for purposes of claims summary below.1 The Tort Claimants’ Committee has broken down the sexual abuse claims in various categories for the purpose of disclosing where and when the sexual abuse claims arose and the identity of certain of the parties that are implicated in the alleged sexual abuse. Attached hereto as Exhibit 1 is a chart that shows the sexual abuse claims broken down by the year in which they first arose. Please note that there approximately 10,500 claims did not provide a date for when the sexual abuse occurred. As a result, those claims have not been assigned a year in which the abuse first arose. Attached hereto as Exhibit 2 is a chart that shows the claims broken down by the state or jurisdiction in which they arose. Please note there are approximately 7,186 claims that did not provide a location of abuse. Those claims are reflected by YY or ZZ in the codes used to identify the applicable state or jurisdiction. Those claims have not been assigned a state or other jurisdiction. Attached hereto as Exhibit 3 is a chart that shows the claims broken down by the Local Council implicated in the sexual abuse.
    [Show full text]
  • The Citizen's Almanac
    M-76 (rev. 09/14) n 1876, to commemorate 100 years of independence from Great Britain, Archibald M. Willard presented his painting, Spirit of ‘76, Iat the U.S. Centennial Exposition in Philadelphia, PA. The painting depicts three generations of Americans fighting for their new nation’s freedom, one of whom is marching along though slightly wounded in battle. Willard’s powerful portrayal of the strength and determination of the American people in the face of overwhelming odds inspired millions. The painting quickly became one of the most popular patriotic images in American history. This depiction of courage and character still resonates today as the Spirit of ‘76 lives on in our newest Americans. “Spirit of ‘76” (1876) by Archibald M. Willard. Courtesy of the National Archives, NARA File # 148-GW-1209 The Citizen’s Almanac FUNDAMENTAL DOCUMENTS, SYMBOLS, AND ANTHEMS OF THE UNITED STATES U.S. GOVERNMENT OFFICIAL EDITION NOTICE Use of ISBN This is the Official U.S. Government edition of this publication and is herein identified to certify its authenticity. Use of the ISBN 978-0-16-078003-5 is for U.S. Government Printing Office Official Editions only. The Superintendent of Documents of the U.S. Government Printing Office requests that any reprinted edition clearly be labeled as a copy of the authentic work with a new ISBN. The information presented in The Citizen’s Almanac is considered public information and may be distributed or copied without alteration unless otherwise specified. The citation should be: U.S. Department of Homeland Security, U.S. Citizenship and Immigration Services, Office of Citizenship, The Citizen’s Almanac, Washington, DC, 2014.
    [Show full text]
  • Emily Dickinson: the Growth of Her Reputation in Periodical Criticism, 1890-1934
    Loyola University Chicago Loyola eCommons Master's Theses Theses and Dissertations 1934 Emily Dickinson: The Growth of Her Reputation in Periodical Criticism, 1890-1934 Ruth Corrigan Loyola University Chicago Follow this and additional works at: https://ecommons.luc.edu/luc_theses Part of the English Language and Literature Commons Recommended Citation Corrigan, Ruth, "Emily Dickinson: The Growth of Her Reputation in Periodical Criticism, 1890-1934" (1934). Master's Theses. 118. https://ecommons.luc.edu/luc_theses/118 This Thesis is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Master's Theses by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. Copyright © 1934 Ruth Corrigan EMILY DICKINSON: THE GROWI'H OF HER REPUTATION IN PERIODICAL CRITICISM 1890 - 1934 by Ruth Corrigan A thesis submitted in partial fulfillment or the requirements ror the degree or Master or Arts in Loyola University 1934 ii Born Chicago, Illinois, 1903. Completed High School, Chicago, 1919. Ph.B. University of Chicago, 1923. Teacher-Schurz High School, Chicago, Illinois iii CONTENTS Fage Preface v Chapter I 1 1. A brief study of the life of Emily Dickinson. 2. A brief view of the times. Chapter II 1. Criticism following Poems: First Series 2. Criticism following Poems: Second Se~ 3. Criticism following msilY Dickinson's Let~ 4. Criticism following Poems: Third Series Chapter III 21 1. Her obscurity between 1897 and 1914. 2.
    [Show full text]
  • Intro to American Literature 2326.DC2
    English 2326 Introduction to American Literature Instructor: Dr. Gabriela Serrano Office: Academic Building 0019 A Office Phone: 486- 6155 Office Hours: MW: 10:00 -12:00 p.m. TR 11:00-12:30 p.m. By Appointment: Zoom and face-to-face E-mail: [email protected] Course Description In this course, we will examine American literature, history, and culture. We will evaluate different genres of American literature from the nineteenth to the twenty-first centuries. We will also cover issues in American literature concerning psychology, nature, race, and gender. Understanding important themes in American culture will help us become critical readers, develop our analytical skills, and come to a better understanding of the social and political contexts that shape a country’s literature. Texts: The Norton Anthology of American Literature (Shorter Ninth Edition) (Vol. Volume 1): ISBN- 13: 978-0393264524 The Norton Anthology of American Literature (Shorter Ninth Edition) (Vol. Volume 2) ISBN-13: 978-0393264531 ASU Core Curriculum Objectives for Sophomore Literature and Related Course Assessments Students in sophomore literature will practice the following core curriculum learning objectives in critical thinking, communication, social responsibility, and personal responsibility. Students will then demonstrate their capabilities in these objectives through reading quizzes, written analyses, reflections, or examinations. Critical thinking will be demonstrated in reading quizzes, written analyses, or examinations. ● Students will gather, analyze, evaluate, and synthesize information relevant to a question or issue by mastering a series of assigned literary works in terms of generic conventions and content. Communication will be demonstrated in reading quizzes, written analyses, or examinations. ● Students will develop, interpret, and express ideas through effective written communication.
    [Show full text]
  • 1947 Reprint No Number 28 Pp
    HISTORY OF MAY DAY BY ALEXANDER TRACHTENBERG INTERNATIONAL PUBLISHERS NEW YORK NOTE History of May Day was first published in 1929 aJild was re­ issued in many editions, reaching a circulation of over a quarter million copies. It is now published in a revised edition. Copyright, 1947, by INTERNATIONAL PUBLISHERS CO., INC • ..... 209 PRINTED IN U.S.A. HISTORY OF MAY DAY THE ORIGIN OF MAY DAY is indissolubly bound up with the struggle for the shorter workday-a demand of major political significance for the working class. This struggle is manifest almost from the beginning of the factory system in the United States. Although the demand for higher wages appears to be the most prevalent cause for the early strikes in this country, the question of shorter hours and the right to organize were always kept in the foreground when workers formulated their demands. As exploita­ tion was becoming intensified and workers were feeling more and more the strain of inhumanly long working hours, the demand for an appreciable reduction of hours became more pronounced. Already at the opening of the 19th century, workers in the United States made known their grievances against working from "sunrise to sunset," the then prevailing workday. Fourteen, six­ teen and even eighteen hours a day were not uncommon. During the conspiracy trial against the leaders of striking Philadelphia cordwainers in 1806, it was brought out that workers were em­ ployed as long as nineteen and twenty hours a day. The twenties and thirties are replete with strikes for reduction of hours of work and definite demands for a 10-hour day were put forward in many industrial centers.
    [Show full text]