Of 3 Historical Figures Represented in Elementary Social Studies TEKS
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April 20, NOTE
PRINCIPAL OFFICIALS in the V.XECUTIVE BRANCH Appointed January 20 - April 20, 1953 NOTE: This list is limited to appointments made after January 20, 1953. Names con- tained herein replace corre- sponding names appearing in the 1952-53 U.S. Government Organization Manual. Federal Register Division National Archives and Records Service General Services Administration Washington 25, D. C. MEMBERS OF THE CABINET TEE PRESIDENT John Foster Dulles, of New York, Secretary of State. President of the United States.-- Dwight D. Eisenhower George M. Humphrey, of Ohio, Secre- tary of the Treasury. EXECUTIVE OFFICE OF THE PRESIDENT Charles Erwin Wilson, of Michigan, Secretary of Defense. The White House Office Herbert Brownell, Jr., of New York, 1600 Pennsylvania Avenue NW. Attorney General. NAtional 8-1414 Arthur E. Summerfield, of Michigan, The Assistant to the President.-- Postmaster General. Sherman Adams Assistant to The Assistant to the Douglas McKay, of Oregon, Secretary President.--Maxwell M. Rabb of the Interior. Special Assistant to The Assistant to the President.--Roger Steffan Ezra Taft Benson, of Utah, Secretary Special Assistant to The Assistant of Agriculture. to the President.--Charles F. Willis, Jr. Sinclair Weeks, of Massachusetts, Special Assistants in the White Secretary of Commerce Haase Office: L. Arthur Minnich, Jr. Martin P. Durkin, of Maryland, James M. Lambie Secretary of Labor. Special Counsel to the President (Acting Secretary).--Thomas E. Mrs. Oveta Culp Hobby, of Texas, Stephens Secretary of Health, Education, Secretary to the President (Press).-- and Welfare James C. Hagerty Assistant Press Secretary.--Murray Snyder Acting Special Counsel to the Presi- For sale by the dent.--Bernard M. -
Lillian Wald (1867 - 1940)
Lillian Wald (1867 - 1940) Nursing is love in action, and there is no finer manifestation of it than the care of the poor and disabled in their own homes Lillian D. Wald was a nurse, social worker, public health official, teacher, author, editor, publisher, women's rights activist, and the founder of American community nursing. Her unselfish devotion to humanity is recognized around the world and her visionary programs have been widely copied everywhere. She was born on March 10, 1867, in Cincinnati, Ohio, the third of four children born to Max and Minnie Schwartz Wald. The family moved to Rochester, New York, and Wald received her education in private schools there. Her grandparents on both sides were Jewish scholars and rabbis; one of them, grandfather Schwartz, lived with the family for several years and had a great influence on young Lillian. She was a bright student, completing high school when she was only 15. Wald decided to travel, and for six years she toured the globe and during this time she worked briefly as a newspaper reporter. In 1889, she met a young nurse who impressed Wald so much that she decided to study nursing at New York City Hospital. She graduated and, at the age of 22, entered Women's Medical College studying to become a doctor. At the same time, she volunteered to provide nursing services to the immigrants and the poor living on New York's Lower East Side. Visiting pregnant women, the elderly, and the disabled in their homes, Wald came to the conclusion that there was a crisis in need of immediate redress. -
The Role of a Gendered Policy Agenda in Closing the Mayoral Ambition Gap
Journal of Research on Women andJournal Gender of Research 81 on Women and Gender The role of a gendered policy agenda Volume 6, 81-93 © The Author(s) 2015, 2016 in closing the mayoral ambition gap: Reprints and Permission: email [email protected] Texas Digital Library: The case of Texas female city council members http://www.tdl.org Darlene Budd, Angelique Myers, and Thomas Longoria Abstract This study explores female city council member political ambition to run for mayor. Women who hold mayoral office are potentially more competitive for higher elected office at the state and federal level. This study is based on a survey sent to Texas city council members in cities over 30,000. Forty-one percent of respondents said they would most likely run for mayor at some point, and we do find a gender gap in ambition (50% of men and 36% of women). However, we find that women who advocated a gendered local government political agenda exhibited higher levels of political ambition compared women who do not, and the ambition gap is reduced significantly. This finding holds up, controlling for other factors suggested by the literature that are predictors of political ambition. Two of these other factors—age and personal support—also increase city council member mayoral ambition. The findings are dis- cussed in terms of strategies to increase female mayoral ambition. Keywords political science, women’s studies, sociology, political ambition, gender, local government he underrepresentation of women representation through education, leader- in the United States occurs at the ship training, and networking. However, the national, state, and local levels of barriers women face when considering run- Tgovernment. -
Stephenville Curriculum Document Social Studies Grade: 7 Course: Texas History Bundle (Unit) 5 Est
STEPHENVILLE CURRICULUM DOCUMENT SOCIAL STUDIES GRADE: 7 COURSE: TEXAS HISTORY BUNDLE (UNIT) 5 EST. NUMBER OF DAYS: 20 UNIT 5 NAME REVOLUTION AND REPUBLIC With tensions increasing between the Mexican government and American settlers in Texas, diplomacy gave way to Unit Overview Narrative inevitable conflict that erupted into war. Emerging victorious, Texas separated itself from Mexico and became its own Republic. Generalizations/Enduring Understandings Concepts Guiding/Essential Questions Learning Targets Formative Assessments Summative Assessments TEKS Specifications (1) History. The student understands traditional historical points of reference in Texas history. The Texans earned their independence from Mexico student is expected to: (A) identify the major eras in Texas history, Events: describe their defining characteristics, and Battle of Gonzales explain why historians divide the past into eras, Alamo TEKS (Grade Level) / Specifications including Natural Texas and its People; Age of Goliad Massacre Contact; Spanish Colonial; Mexican National; Battle of San Jacinto Revolution and Republic; Early Statehood; Texas Treaty of Guadalupe-Hidalgo in the Civil War and Reconstruction; Cotton, Cattle, and Railroads; Age of Oil; Texas in the People: Great Depression and World War II; Civil Rights Sam Houston and Conservatism; and Contemporary Texas; William B. Travis (B) apply absolute and relative chronology James Fannin through the sequencing of significant Antonio López de Santa Anna individuals, events, and time periods; Juan N. Seguín (C) explain the significance of the following 1836- Texans earned their independence from Mexico dates: 1519, mapping of the Texas coast and through a series of events including the siege of the Alamo, first mainland Spanish settlement; 1718, the massacre at Goliad, and the battle of San Jacinto. -
(Summer 2018) John Filson's Kentucke
Edward A. Galloway Published in Manuscripts, Vol. 70, No. 3 (Summer 2018) John Filson’s Kentucke: Internet Search Uncovers “Hidden” Manuscripts In 2010 the University Library System (ULS) at the University of Pittsburgh embarked on an ambitious mission: to digitize the content of the Darlington Memorial Library. Presented to the university via two separate gifts, in 1918 and 1925, the Darlington library has become the anchor of the Archives and Special Collections Department within the university library. Comprised of thousands of rare books, manuscripts, maps, broadsides, atlases, lithographs, and artwork, the library showcased the collecting passions of the Darlington family who lived in Pittsburgh during the nineteenth and early-twentieth centuries. The patriarch, William M. Darlington (1815-1889), was born in Pittsburgh and practiced law in Allegheny County. A passionate collector, William M. Darlington found his equal in Mary Carson O’Hara (1824- 1915), whom he married in 1845.1 They subsequently moved into a newly-constructed Italianate home just a few miles up the Allegheny River from Downtown Pittsburgh. Here, they raised three children, O’Hara, Mary, and Edith, all recipients of their parents’ love of history and bibliophiles to the core. Having married into a wealthy family, Mr. Darlington retired from his law career in 1856 to manage the estate of his wife’s grandfather, James O’Hara, whose land holdings encompassed a major portion of Pittsburgh.2 He would devote most of his adult life to collecting works of Americana, especially that which documented western Pennsylvania. Even the land upon which he built his estate, passed down to his wife, dripped with history having been the last home of Guyasuta, a Seneca chief.3 The Darlingtons eventually amassed the “largest private library west of the Alleghenies” containing nearly 14,000 volumes. -
STAAR Alternate 2 Prerequisite Skill Guide
STAAR Alternate 2 Prerequisite Skill Guide Subject: US History Grade: ____ Student: _________________________ Essence Statement RC1: Recognizes the impact of U.S. participation in World war II. (7) STAAR Reporting Category 1– History/TEKS: 7 The student understands the domestic and international impact of U.S. participation in World War II. Directions: Begin at the bottom of each focus area and check off the prerequisite skills the student has mastered. Begin instruction at the next highest prerequisite skill not yet mastered. Work on skills in each focus area (as appropriate) in order to instruct the depth and breadth of the Curriculum Framework. (Note: Essence statements may have more than one focus.) Focus: Events Prior and During Military and Diplomatic Conflicts Date: More Grade Prerequisite Skills: Mastered/M Complex Target/T explain the causes of the Civil War, including sectionalism, states' rights, and slavery, and significant events of the Civil War, including the firing on Fort Sumter; the battles of Antietam, 8 Gettysburg, and Vicksburg; the announcement of the Emancipation Proclamation; Lee's surrender at Appomattox Court House; and the assassination of Abraham Lincoln explain reasons for the involvement of Texas in the Civil War such 7 as states' rights, slavery, sectionalism, and tariffs trace the development of events that led to the Texas Revolution, including the Fredonian Rebellion, the Mier y Terán Report, the 7 Law of April 6, 1830, the Turtle Bayou Resolutions, and the arrest of Stephen F. Austin identify and analyze -
Siete Lenguas: the Rhetorical History of Dolores Huerta and the Rise of Chicana Rhetoric Christine Beagle
University of New Mexico UNM Digital Repository English Language and Literature ETDs Electronic Theses and Dissertations 2-1-2016 Siete Lenguas: The Rhetorical History of Dolores Huerta and the Rise of Chicana Rhetoric Christine Beagle Follow this and additional works at: https://digitalrepository.unm.edu/engl_etds Recommended Citation Beagle, Christine. "Siete Lenguas: The Rhetorical History of Dolores Huerta and the Rise of Chicana Rhetoric." (2016). https://digitalrepository.unm.edu/engl_etds/34 This Dissertation is brought to you for free and open access by the Electronic Theses and Dissertations at UNM Digital Repository. It has been accepted for inclusion in English Language and Literature ETDs by an authorized administrator of UNM Digital Repository. For more information, please contact [email protected]. Garcia i Christine Beagle Candidate English, Rhetoric and Writing Department This dissertation is approved, and it is acceptable in quality and form for publication: Approved by the Dissertation Committee: Michelle Hall Kells, Chairperson Irene Vasquez Natasha Jones Melina Vizcaino-Aleman Garcia ii SIETE LENGUAS: THE RHETORICAL HISTORY OF DOLORES HUERTA AND THE RISE OF CHICANA RHETORIC by CHRISTINE BEAGLE B.A., English Language and Literature, Angelo State University, 2005 M.A., English Language and Literature, Angelo State University, 2008 DISSERTATION Submitted in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY ENGLISH The University of New Mexico Albuquerque, New Mexico November 10, 2015 Garcia iii DEDICATION To my children Brandon, Aliyah, and Eric. Your brave and resilient love is my savior. I love you all. Garcia iv ACKNOWLEDGMENTS First, to my dissertation committee Michelle Hall Kells, Irene Vasquez, Natasha Jones, and Melina Vizcaino-Aleman for the inspiration and guidance in helping this dissertation project come to fruition. -
Presidents Worksheet 43 Secretaries of State (#1-24)
PRESIDENTS WORKSHEET 43 NAME SOLUTION KEY SECRETARIES OF STATE (#1-24) Write the number of each president who matches each Secretary of State on the left. Some entries in each column will match more than one in the other column. Each president will be matched at least once. 9,10,13 Daniel Webster 1 George Washington 2 John Adams 14 William Marcy 3 Thomas Jefferson 18 Hamilton Fish 4 James Madison 5 James Monroe 5 John Quincy Adams 6 John Quincy Adams 12,13 John Clayton 7 Andrew Jackson 8 Martin Van Buren 7 Martin Van Buren 9 William Henry Harrison 21 Frederick Frelinghuysen 10 John Tyler 11 James Polk 6 Henry Clay (pictured) 12 Zachary Taylor 15 Lewis Cass 13 Millard Fillmore 14 Franklin Pierce 1 John Jay 15 James Buchanan 19 William Evarts 16 Abraham Lincoln 17 Andrew Johnson 7, 8 John Forsyth 18 Ulysses S. Grant 11 James Buchanan 19 Rutherford B. Hayes 20 James Garfield 3 James Madison 21 Chester Arthur 22/24 Grover Cleveland 20,21,23James Blaine 23 Benjamin Harrison 10 John Calhoun 18 Elihu Washburne 1 Thomas Jefferson 22/24 Thomas Bayard 4 James Monroe 23 John Foster 2 John Marshall 16,17 William Seward PRESIDENTS WORKSHEET 44 NAME SOLUTION KEY SECRETARIES OF STATE (#25-43) Write the number of each president who matches each Secretary of State on the left. Some entries in each column will match more than one in the other column. Each president will be matched at least once. 32 Cordell Hull 25 William McKinley 28 William Jennings Bryan 26 Theodore Roosevelt 40 Alexander Haig 27 William Howard Taft 30 Frank Kellogg 28 Woodrow Wilson 29 Warren Harding 34 John Foster Dulles 30 Calvin Coolidge 42 Madeleine Albright 31 Herbert Hoover 25 John Sherman 32 Franklin D. -
Selected Highlights of Women's History
Selected Highlights of Women’s History United States & Connecticut 1773 to 2015 The Permanent Commission on the Status of Women omen have made many contributions, large and Wsmall, to the history of our state and our nation. Although their accomplishments are too often left un- recorded, women deserve to take their rightful place in the annals of achievement in politics, science and inven- Our tion, medicine, the armed forces, the arts, athletics, and h philanthropy. 40t While this is by no means a complete history, this book attempts to remedy the obscurity to which too many Year women have been relegated. It presents highlights of Connecticut women’s achievements since 1773, and in- cludes entries from notable moments in women’s history nationally. With this edition, as the PCSW celebrates the 40th anniversary of its founding in 1973, we invite you to explore the many ways women have shaped, and continue to shape, our state. Edited and designed by Christine Palm, Communications Director This project was originally created under the direction of Barbara Potopowitz with assistance from Christa Allard. It was updated on the following dates by PCSW’s interns: January, 2003 by Melissa Griswold, Salem College February, 2004 by Nicole Graf, University of Connecticut February, 2005 by Sarah Hoyle, Trinity College November, 2005 by Elizabeth Silverio, St. Joseph’s College July, 2006 by Allison Bloom, Vassar College August, 2007 by Michelle Hodge, Smith College January, 2013 by Andrea Sanders, University of Connecticut Information contained in this book was culled from many sources, including (but not limited to): The Connecticut Women’s Hall of Fame, the U.S. -
Daniel Boone Homestead Visitor Guide
Pennsylvania Daniel Boone Daniel Boone in Pennsylvania After the Boones The name Daniel Boone will forever be In Pennsylvania, Daniel’s boyhood home Trails of History synonymous with the saga of the American changed to reflect the growth, prosperity and Homestead frontier. Born on November 2, 1734, and raised cultural diversity of the Oley Valley. In Pennsylvania, all roads lead to history. here, Boone was the inveterate wayfarer who Squire Boone moved his family from To help find your path, the Pennsylvania achieved lasting fame guiding land-hungry Pennsylvania in 1750 and sold his house and Historical and Museum Commission (PHMC) Birdsboro, Berks County settlers to the Kentucky frontier and fighting part of his homestead to his cousin William has blazed several special-interest trails to defend them against attack. Maugridge. Maugridge, also born in Devon- leading to some of Pennsylvania’s most Daniel’s father, Squire Boone, was an Eng- shire, worked as a shipwright in Philadelphia historic sites. We invite you to explore one lish Quaker born in Devonshire in 1696. While prior to 1750 and later served as a magistrate site at a time, travel an entire trail or create still a youth, Squire, his brother George and sister and judge for Berks County from 1752 until his your own road trip to Pennsylvania’s past. Sarah embarked for Philadelphia to appraise the death in 1766. The Maugridges were not Quakers No matter whether you choose one of our possibilities of settlement for their father’s family, who but leaders among the local Anglicans. classic trails, a trail based on PHMC’s annual immigrated finally in 1717. -
Educator's Guide
LIT TLE, BROWN AND COMPANY BOOKS FOR YOUNG READERS Educator’s Guide | Ages: 6 & Up LittleBrownLibrary.com LBSchool LittleBrownSchool Helen’s Big World PRE-READING ACTIVITIES Anticipation Guide Step 1: Display the table below and ask students to decide as a group or individually whether the answer is true or false. If time permits, also ask students why they selected a particular answer. Step 2: After the completion of the story, refer back to the chart and ask students to answer the questions again. BEFORE STATEMENT AFTER Helen Keller was a famous woman who could not hear. Individuals who cannot see will never be able to write or read. Helen Keller traveled the world fighting for all people to have equal rights. Helen Keller had a teacher who worked with her while she was a child and an adult. Only elderly people can lose their ability to hear or see. Vocabulary Step 1: Introduce the key terms, definitions, and questions in the table below to help students better understand individuals with specific types of disabilities. Step 2: After introducing the vocabulary, make a connection to the text by presenting students with the following quote and question. Helen Keller said, “We do not think with eyes and ears, and our capacity for thought is not measured by five senses.” How do you think this quote from the text relates to the key terms in the table? continued on next page . Helen’s Big World QUESTIONS: Activating KEY TERMS DEFINITION Background Knowledge What is the difference between a People who can either see very person who wears glasses and a little or who have no vision at all. -
Women's History Is Everywhere: 10 Ideas for Celebrating in Communities
Women’s History is Everywhere: 10 Ideas for Celebrating In Communities A How-To Community Handbook Prepared by The President’s Commission on the Celebration of Women in American History “Just think of the ideas, the inventions, the social movements that have so dramatically altered our society. Now, many of those movements and ideas we can trace to our own founding, our founding documents: the Constitution and the Bill of Rights. And we can then follow those ideas as they move toward Seneca Falls, where 150 years ago, women struggled to articulate what their rights should be. From women’s struggle to gain the right to vote to gaining the access that we needed in the halls of academia, to pursuing the jobs and business opportunities we were qualified for, to competing on the field of sports, we have seen many breathtaking changes. Whether we know the names of the women who have done these acts because they stand in history, or we see them in the television or the newspaper coverage, we know that for everyone whose name we know there are countless women who are engaged every day in the ordinary, but remarkable, acts of citizenship.” —- Hillary Rodham Clinton, March 15, 1999 Women’s History is Everywhere: 10 Ideas for Celebrating In Communities A How-To Community Handbook prepared by the President’s Commission on the Celebration of Women in American History Commission Co-Chairs: Ann Lewis and Beth Newburger Commission Members: Dr. Johnnetta B. Cole, J. Michael Cook, Dr. Barbara Goldsmith, LaDonna Harris, Gloria Johnson, Dr. Elaine Kim, Dr.