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1 Part One. Parts of the Sentence. Identify the Function of The
Part One. Parts of the Sentence. Identify the function of the underlined portion in sentences 1-26. 1. With his customary eagerness to begin his Scranton Prep school day, John Nicholson bounded into the school lobby and greeted Mrs. Nagurney, the assistant principal, with a cheerful “Good morning!” A. predicate nominative B. adjectival phrase C. appositive phrase D. noun clause 2. “Hello, John,” Mrs. Nagurney responded and smiled as John breezed past her on his way to find his friends, Frank Herndon, Buddy Adams, and Jim Timmons. A. past participial phrase B. adverbial clause C. noun clause D. infinitive phrase 3. Mrs. Nagurney noticed that John was carrying the latest edition of the popular magazine Nature Conservancy and remembered that he and most of his classmates were quite enthusiastic in their commitment to conservation. A. predicate nominative B. predicate adjective C. indirect object D. direct object 4. In fact, John had recently told her that he, Frank, Buddy, and Jim, as well as several other sophomore boys, were working on their forestry badges in their quest to become Eagle Scouts. Mrs. Nagurney had commended these students for their effort to achieve this highest rank in Boy Scouts of America. A. indirect object B. direct object C. object of the preposition D. predicate nominative 5. Seeing his friends at their third-floor lockers, John waved the magazine and said, “Wait until you see this awesome issue! It’s all about the centennial, the one-hundredth anniversary, of the National Park Service on August 25, 2016.” A. gerund phrase B. nonessential clause C. -
STAAR Grade 3 Reading TB Released 2017
STAAR® State of Texas Assessments of Academic Readiness GRADE 3 Reading Administered May 2017 RELEASED Copyright © 2017, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. READING Reading Page 3 Read the selection and choose the best answer to each question. Then fill in theansweronyouranswerdocument. from Jake Drake, Teacher’s Pet by Andrew Clements 1 When I was in third grade, we got five new computers in our classroom. Mrs. Snavin was my third-grade teacher, and she acted like computers were scary, especially the new ones. She always needed to look at a how-to book and the computer at the same time. Even then, she got mixed up a lot. Then she had to call Mrs. Reed, the librarian, to come and show her what to do. 2 So it was a Monday morning in May, and Mrs. Snavin was sitting in front of a new computer at the back of the room. She was confused about a program we were supposed to use for a math project. My desk was near the computers, and I was watching her. 3 Mrs. Snavin looked at the screen, and then she looked at this book, and then back at the screen again. Then she shook her head and let out this big sigh. I could tell she was almost ready to call Mrs. Reed. 4 I’ve always liked computers, and I know how to do some stuff with them. Like turn them on and open programs, play games and type, make drawings, and build Web pages—things like that. -
The Square Deal
Teddy Roosevelt - The Trust Buster Teddy Roosevelt was one American who believed a revolution was coming. He believed Wall Street financiers and powerful trust titans to be acting foolishly. He believed that large trusts and monopolies were harmful to the economy and especially to the consumer. While they were eating off fancy china on mahogany tables in marble dining rooms, the masses were roughing it. There seemed to be no limit to greed. If docking wages would increase profits, it was done. If higher railroad rates put more gold in their coffers, it was done. How much was enough, Roosevelt wondered? The President's weapon was the Sherman Antitrust Act, passed by Congress in 1890. This law declared illegal all combinations "in restraint of trade." For the first twelve years of its existence, the Sherman Act was a paper tiger. United States courts routinely sided with business when any enforcement of the Act was attempted. 1. What belief guided President Theodore Roosevelt’s efforts as a trustbuster? 2. What is a monopoly? Why are they harmful to the economy and to the consumer? 3. What piece of legislation did Roosevelt use to break up monopolies? The Square Deal The Square Deal was Roosevelt's domestic program formed on three basic ideas: conservation of natural resources, control of corporations, and consumer protection. In general, the Square Deal attacked plutocracy and bad trusts while simultaneously protecting businesses from the most extreme demands of organized labor. In contrast to his predecessor William McKinley, Roosevelt believed that such government action was necessary to mitigate social evil, and as president denounced “the representatives of predatory wealth” as guilty of “all forms of iniquity from the oppression of wage workers to defrauding the public." Trusts and monopolies became the primary target of Square Deal legislation. -
Time Line of the Progressive Era from the Idea of America™
Time Line of The Progressive Era From The Idea of America™ Date Event Description March 3, Pennsylvania Mine Following an 1869 fire in an Avondale mine that kills 110 1870 Safety Act of 1870 workers, Pennsylvania passes the country's first coal mine safety passed law, mandating that mines have an emergency exit and ventilation. November Woman’s Christian Barred from traditional politics, groups such as the Woman’s 1874 Temperance Christian Temperance Union (WCTU) allow women a public Union founded platform to participate in issues of the day. Under the leadership of Frances Willard, the WCTU supports a national Prohibition political party and, by 1890, counts 150,000 members. February 4, Interstate The Interstate Commerce Act creates the Interstate Commerce 1887 Commerce act Commission to address price-fixing in the railroad industry. The passed Act is amended over the years to monitor new forms of interstate transportation, such as buses and trucks. September Hull House opens Jane Addams establishes Hull House in Chicago as a 1889 in Chicago “settlement house” for the needy. Addams and her colleagues, such as Florence Kelley, dedicate themselves to safe housing in the inner city, and call on lawmakers to bring about reforms: ending child labor, instituting better factory working conditions, and compulsory education. In 1931, Addams is awarded the Nobel Peace Prize. November “White Caps” Led by Juan Jose Herrerra, the “White Caps” (Las Gorras 1889 released from Blancas) protest big business’s monopolization of land and prison resources in the New Mexico territory by destroying cattlemen’s fences. The group’s leaders gain popular support upon their release from prison in 1889. -
Teddy Bear Featured in Prima December 2008 of Next St; Rem Remaining; Rep Row
Teddy Bear Featured in Prima December 2008 of next st; rem remaining; rep row. Next row [Skpo, k2, k2tog] 4 times. Shape top repeat; skpo sl 1, k1, pass 16 sts. K 1 row. Next row [Skpo, k2tog] Next row K2tog tbl, k8, k2tog, k1, k2tog tbl, slipped st over; sk2togpo slip 4 times. 8 sts. K 1 row. Next row [Skpo, k8, k2tog. 21 sts. K 1 row. Next row K2tog 1, k2tog, pass slipped st over; k2tog] twice. 4 sts. Break yarn, thread tbl, k6, k2tog, k1, k2tog tbl, k6, k2tog. 17 st(s) stitch(es); tbl through back through rem sts, pull up and secure. sts. K 1 row. Next row K2tog tbl, k4, k2tog, loop; tog together. k1, k2tog tbl, k4, k2tog. 13 sts. K 1 row. SNOUT Next row K2tog tbl, k2, k2tog, k1, k2tog tbl, BODY Make 1 piece. With 3mm needles, cast k2, k2tog. 9 sts. K 1 row. Next row K2tog Make 2 pieces, beg at on 36 sts. K 10 rows. Next row * K1, tbl, k2tog, k1, k2tog tbl, k2tog. 5 sts. K 1 shoulders. With 3mm needles, k2tog; rep from * to end. 24 sts. K 1 row. row. Next row K2tog tbl, k1, k2tog. 3 sts. cast on 22 sts. K 10 rows. Cont Next row [K2tog] to end. 12 sts. K 1 row. Next row K3tog and fasten off. in garter st and inc 1 st at each Break yarn, thread through sts, pull up and end of next row and 6 foll 6th secure. EARS rows. 36 sts. -
A Downloadable Pdf Version
Tarpon Arts operates in four distinct venues providing patrons with affordable, world-class arts, culture and entertainment. Performing Arts Center 324 Pine Street Tarpon Arts presents stimulating, engaging, and educational (inside City Hall) performances, workshops, festivals, concerts, and visual Open for shows only arts that celebrate the unique heritage and culture of State-of-the-art Tarpon Springs and the State of Florida, while bringing 295 seat theater nationally-acclaimed artists to the community establishing Tarpon Springs as a dynamic cultural destination. Cultural Center 2021 - 2022 Season Sponsor 101 South Pinellas Avenue 70 seat theater Performances Exhibitions Special Events Heritage Museum & Media Hospitality Sponsors Sponsors Tarpon Arts Ticket Office 100 Beekman Lane Monday - Friday 10:00 AM - 4:00 PM tampabay.com $5.00 admission Greek History & Ecology Wings Performances | Special Events Grant Partners 1883 Safford House 23 Parkin Court Wednesday - Friday 11:00 AM - 3:00 PM $5.00 admission Guided Tours | Special Events Tarpon Arts is proud to have the support for all community theatre performances at the Cultural Center and The Art of Health in part by an award from the National Endowment for the Arts. 1 2 SEASON AT A GLANCE SEASON AT A GLANCE AUGUST 2021 FEBRUARY 2022 14 Welcome Back Concert in the Park - ELLADA! 5 Changes in Latitudes - Jimmy Buffett Tribute 11-13, 18-20 Funny Little Thing Called Love 11 Destination Motown Featuring the Sensational Soul Cruisers SEPTEMBER 2021 20 Icons Show Starring Tony Pace 11-12, -
JUMPING SHIP: the DECLINE of BLACK REPUBLICANISM in the ERA of THEODORE ROOSEVELT, 1901—1908 a Thesis Presented to the Graduat
JUMPING SHIP: THE DECLINE OF BLACK REPUBLICANISM IN THE ERA OF THEODORE ROOSEVELT, 1901—1908 A Thesis Presented to The Graduate Faculty of The University of Akron In Partial Fulfillment of the Requirements for the Degree Master of Arts Mark T. Tomecko August, 2012 JUMPING SHIP: THE DECLINE OF BLACK REPUBLICANISM IN THE ERA OF THEODORE ROOSEVELT, 1901—1908 Mark T. Tomecko Thesis Approved: Accepted: _______________________________ ______________________________ Advisor Dean of the College Dr. Tracey Jean Boisseau Dr. Chand Midha _______________________________ ______________________________ Department Chair Dean of the Graduate School Dr. Martin Wainwright Dr. George Newkome ______________________________ Date ii ABSTRACT Most analysts of black voting patterns in the United States have assumed that the first substantive abandonment of the Republican party by black voters occurred in the 1930s, when the majority of black voters embraced Franklin Roosevelt‘s New Deal. A closer examination, however, of another Roosevelt presidency – that of Theodore Roosevelt (1901-1909) – demonstrates the degree to which black voters were already growing disenchanted with the Republicans in the face of what they viewed as uneven support and contradictory messages from the highest ranking Republican in the land. Though the perception of Theodore Roosevelt‘s relationship to black Americans has been dominated by his historic invitation of Booker T. Washington to dine with him at the White House in 1901, in fact even this event had assorted and complex meanings for Roosevelt‘s relationship to the black community. More importantly, his dismissal of black troops following a controversial shooting in southern Texas in 1906 – an event known as the Brownsville affair – set off a firestorm of bitter protest from the black press, black intellectuals, and black voters. -
Chapter 18 Video, “The Stockyard Jungle,” Portrays the Horrors of the Meatpacking Industry First Investigated by Upton Sinclair
The Progressive Movement 1890–1919 Why It Matters Industrialization changed American society. Cities were crowded with new immigrants, working conditions were often bad, and the old political system was breaking down. These conditions gave rise to the Progressive movement. Progressives campaigned for both political and social reforms for more than two decades and enjoyed significant successes at the local, state, and national levels. The Impact Today Many Progressive-era changes are still alive in the United States today. • Political parties hold direct primaries to nominate candidates for office. • The Seventeenth Amendment calls for the direct election of senators. • Federal regulation of food and drugs began in this period. The American Vision Video The Chapter 18 video, “The Stockyard Jungle,” portrays the horrors of the meatpacking industry first investigated by Upton Sinclair. 1889 • Hull House 1902 • Maryland workers’ 1904 opens in 1890 • Ida Tarbell’s History of Chicago compensation laws • Jacob Riis’s How passed the Standard Oil the Other Half Company published ▲ Lives published B. Harrison Cleveland McKinley T. Roosevelt 1889–1893 ▲ 1893–1897 1897–1901 1901–1909 ▲ ▲ 1890 1900 ▼ ▼ ▼▼ 1884 1900 • Toynbee Hall, first settlement • Freud’s Interpretation 1902 house, established in London of Dreams published • Anglo-Japanese alliance formed 1903 • Russian Bolshevik Party established by Lenin 544 Women marching for the vote in New York City, 1912 1905 • Industrial Workers of the World founded 1913 1906 1910 • Seventeenth 1920 • Pure Food and • Mann-Elkins Amendment • Nineteenth Amendment Drug Act passed Act passed ratified ratified, guaranteeing women’s voting rights ▲ HISTORY Taft Wilson ▲ ▲ 1909–1913 ▲▲1913–1921 Chapter Overview Visit the American Vision 1910 1920 Web site at tav.glencoe.com and click on Chapter ▼ ▼ ▼ Overviews—Chapter 18 to preview chapter information. -
Theodore Roosevelt and the Political Rhetoric of Conservation
Beck and Dieterich-Ward - TR and Policical Rhetoric of Conservation 41 “Keep Your Eyes on the Stars, but Remember to Keep Your Feet on the Ground”: 1 Theodore Roosevelt and the Political Rhetoric of Conservation Chelsie Jean Beck *Allen Dieterich-Ward, PhD Department of History Shippensburg University ABSTRACT At the turn of the twentieth century the Progressive Era conservation movement gained mo - mentum with the help of President Theodore Roosevelt, who championed conservationism. This study examines the existing literature that discusses both Theodore Roosevelt’s conservationism and conservationism in general. It asserts that the existing literature can be divided into thematic cate - gories that include political, cultural, and economic examinations of conservationism, and it argues that there is a need to reexamine the typical political arguments that exist regarding Roosevelt’s con - servationism. The study then analyzes Roosevelt’s messages to Congress as a means of demonstrat - ing that Roosevelt was not as politically aggressive as scholars have typically argued. In fact, the study found that Roosevelt used logic and political pragmatism when trying to achieve his conser - vation goals. Keywords : conservation movement; Progressive Era; and Theodore Roosevelt In November 1902 President Theodore Roosevelt ar - mistaken as the teddy bear has endured for over a century. rived in Mississippi and headed to the wilderness for a bear The 1902 Mississippi bear hunt reveals more than the hunt. Roosevelt’s hunting party settled into camp on No - origins of the teddy bear, it also provides an important po - vember 13, and the following day Roosevelt confronted litical and cultural context for the American conservation an old and lame 230 pound bear. -
A) Read the Parts on President Roosevelt. Make Sure You Can Describe His Background and the Actions He Took While He Was President
Directions: a) Read the parts on President Roosevelt. Make sure you can describe his background and the actions he took while he was president. Once you are done, write a summary of Roosevelt’s domestic policies on the attached handout as if you were Roosevelt. Don’t be afraid to brag, he certainly wasn’t. USE SPECIFICS! b) Read the parts on President Wilson. Make sure you can describe how he was elected and his actions as president. Once you are done, write a summary of Wilson’s domestic policies on the attached handout as if you were Wilson. He was a little more reserved than Roosevelt. USE SPECIFICS! c) Answer the questions on the back of the handout. Use information from Progressive Reformers handout as well. USE SPECIFICS! d) Write a thesis answering the question on the bottom. 1 – How did President Theodore Roosevelt address problems that concerned Progressives? How successful was he in his efforts? (All readings from the Roosevelt Center at Dickinson State University unless otherwise noted.) Use the info to write Roosevelt’s opinion of himself. Theodore Roosevelt (Introduction): (from the Gilder Lehrman Institute) Among progressivism’s greatest champions was Theodore Roosevelt. Roosevelt had a genius for publicity, using the presidency as a “bully pulpit” to bring progressivism to the national stage. Roosevelt’s roots were in New York City and state government, where he served as state assemblyman, New York City police commissioner, and governor. As governor, he signaled his reformist sympathies by supporting civil service reform and a new tax on corporations. Republican Party elders found him so troublesome in the governor’s office that in 1900 they proposed him for the vice presidency, a sure-fire route to political insignificance. -
“Cheat Sheet” for the Story of the Teddy
Teacher's "Cheat Sheet" for "MISSISSIPPI'S TEDDY BEAR" Following are answers to questions from the "Mississippi's Teddy Bear" story, as well as discussion and extension ideas. Reading Comprehension: Answer these questions about the story on a separate piece of paper. 1. Where does the story take place? Little Sunflower River, Mississippi 2. Why are bears rare in 1902? "People from the East, North, and South moved to Mississippi and cut the trees and drained the swamps, leaving no habitat for bears." They had nowhere to live! At the same time, bear hunting became popular and many, many bears were killed. 3. Who found the bear? The dogs, and Holt Collier, the bear hunting guide. What evidence from the text supports your answer? "Suddenly, the dogs howled loudly. They had found the scent of a bear!" ""Finally, the dogs saw the bear. It was old and hurt. Holt Collier blew his bugle to call the men." 4. Pretend you are President Roosevelt, what would you do next? How do you feel? 5. What would YOU have done? Additional Comprehension questions: 1. Why were the dogs there? Make an inference. To help the people find the bear and to chase the bear towards the people. They can hear and smell the scent of a bear very well. 2. What is the main idea of the story? Excessive bear hunting combined with habitat loss led to a severe reduction in bear population. There were not many bears left in Mississippi by the early 1900s. The name "teddy" bear came from a bear hunt in Mississippi where President Teddy Roosevelt refused to shoot an injured bear. -
LEAGUE NEWS the Newsletter of the League of Historical Societies of New Jersey
LEAGUE NEWS The Newsletter of the League of Historical Societies of New Jersey Vol. 37 No. 3 www.lhsnj.org August 2012 PRINCETON BATTLEFIELD AMONG Summer Meeting MOST ENDANGERED PLACES Friends of Waterloo On June 6, the National Trust for Historic Preservation named Princeton Village Battlefield in Princeton, N.J., to its 2012 list of America’s 11 Most Endangered October 20, 2012 Historic Places. This annual list spotlights important examples of the nation’s ************************* architectural, cultural, and natural heritage that are at risk of destruction or irrepa- Article, registration rable damage. More than 230 sites have been on the list over its 25-year history, form, and directions, and in that time, only a handful of listed sites have been lost. p. 23, 24 Princeton Battlefield is the site of a pivotal Revolutionary War battle where General George Washington rallied his forces to defeat British troops. Waged 235 years ago, the battle at Princeton was a crucial turning point in America’s War of Independence, marking one of General Washington’s first victories over professional British soldiers. Not only did Washington’s success inspire countless soldiers to renew their commissions, but it also reinvigorated financial and political support for the war effort throughout the colonies. Many historians believe that this battle, along with the Battle of Trenton, saved the American Revolution and changed the course of world history. A portion of the battle site is now threatened by a 15-unit housing development planned by the Institute for Advanced Study. As proposed, the project would radically alter the integrity of the historic landscape, which has never been built upon, burying or destroying potential archeological resources and dramatically changing the topography of the terrain — an important element of the battle and essential to interpreting the battle today.