The most famous speech in American political history was delivered by William …
The most famous speech in American political history was delivered by William Jennings Bryan on July 9, 1896, at the Democratic National Convention in Chicago. The issue was whether to endorse the free coinage of silver at a ratio of silver to gold of 16 to 1. (This inflationary measure would have increased the amount of money in circulation and aided cash-poor and debt-burdened farmers.) After speeches on the subject by several U.S. Senators, Bryan rose to speak. The thirty-six-year-old former Congressman from Nebraska aspired to be the Democratic nominee for president, and he had been skillfully, but quietly, building support for himself among the delegates. His dramatic speaking style and rhetoric roused the crowd to a frenzy. The response, wrote one reporter, "came like one great burst of artillery." Men and women screamed and waved their hats and canes. "Some," wrote another reporter, "like demented things, divested themselves of their coats and flung them high in the air." The next day the convention nominated Bryan for President on the fifth ballot. The full text of William Jenning Bryan's famous "Cross of Gold" speech appears below. The audio portion is an excerpt. [Note on the recording: In 1896 recording technology was in its infancy, and recording a political convention would have been impossible. But in the early 20th century, the fame of Bryan's "Cross of Gold" speech led him to repeat it numerous times on the Chautauqua lecture circuit where he was an enormously popular speaker. In 1921 (25 years after the original speech), he recorded portions of the speech for Gennett Records in Richmond, Indiana. Although the recording does not capture the power and drama of the original address, it does allow us to hear Bryan delivering this famous speech.]
Professional psychiatry was only in its infancy at the end of the …
Professional psychiatry was only in its infancy at the end of the 19th century and many physicians disputed its scientific basis. In 1892, the Association of Medical Superintendents of American Institutions for the Insane was reorganzied as the American Medico-Pyschological Association. Four years later, psychiatrists--or alienists as they were then called--hurled their opinions into the political arena in a controversy over the sanity of Democratic presidential candidate William Jennings Bryan. Bryan was heartily disliked by many middle-class urban professionals, precisely the sort of people who became alienists. In this letter to the New York Times of September 27, 1896, a self-identified anonymous "Alienist" declared that Bryan was of a "mind not entirely sound." While it seems unlikely that this attack had much impact on the outcome of the election (the paper's readers were already unlikely to vote for Bryan), this would not be the last time that elites would seek to discredit radical opponents of the status quo by branding them "crazy."
In this 90-minute lesson, students will be able to: - Implement a …
In this 90-minute lesson, students will be able to: - Implement a variety of strategies to save money on groceries - Calculate the unit price on common grocery items and use it as a part of your decision making process - Understand how dining out affects your financial goal
Learning Objectives Students will be able to Differentiate between income and expenses …
Learning Objectives Students will be able to Differentiate between income and expenses Classify expenses into needs or wants Think critically about how daily choices impact a young person’s budget now and in the future
Learning Objectives Students will learn Factors to consider when deciding where to …
Learning Objectives Students will learn Factors to consider when deciding where to live, including the cost of living Benefits of having a roommate and how to set themselves up for success in living with others How to find and rent their first apartment How much they’ll need to budget for utilities and renters insurance How to decide whether to rent or buy a home
Learning Objectives Students will be able to Define the gig economy and …
Learning Objectives Students will be able to Define the gig economy and freelancing Understand the financial implications of working in the gig economy Acknowledge the special importance of saving if you work a gig job
Learning Objectives Students will be able to How to define wealth and …
Learning Objectives Students will be able to How to define wealth and differentiate it from “having lots of fancy stuff” The importance of creating a budget and paying yourself first Key aspects of three popular budgeting strategies -- 50/30/20, Zero-based, and Cash Envelope
Students will be able to -How to define wealth and differentiate it …
Students will be able to -How to define wealth and differentiate it from “having lots of fancy stuff” -The importance of creating a budget and paying yourself first -Key aspects of three popular budgeting strategies -- 50/30/20, Zero-based, and Cash Envelope
Students will be able to -Differentiate between income and expenses -Classify expenses …
Students will be able to -Differentiate between income and expenses -Classify expenses into needs or wants -Think critically about how daily choices impact a young person’s budget now and in the future
Students will be able to - Identify different options for car ownership …
Students will be able to - Identify different options for car ownership and the costs associated with these options - Conduct online research regarding the true cost of car ownership - Make decisions to budget effectively in order to meet your transportation needs
Students will learn - Factors to consider when deciding where to live, …
Students will learn - Factors to consider when deciding where to live, including the cost of living - Benefits of having a roommate and how to set themselves up for success in living with others - How to find and rent their first apartment - How much they’ll need to budget for utilities and renters insurance - How to decide whether to rent or buy a home
Students will be able to - Define the gig economy and freelancing …
Students will be able to - Define the gig economy and freelancing - Understand the financial implications of working in the gig economy - Acknowledge the special importance of saving if you work a gig job
Students will be able to: Analyze the elements of a budget and …
Students will be able to:
Analyze the elements of a budget and how they affect different aspects of your personal and financial well-being Calculate how much they would have to save weekly, monthly, or annually to meet different savings goals Determine what spending habits they have that could change if necessary in order to meet savings goals
This is the first edition of the open text book Building a …
This is the first edition of the open text book Building a Competitive Investment Climate on First Nation Lands. This textbook is for students who are First Nation and tribal government employees or students who would like to work for or with First Nation and tribal governments. The purpose of this textbook is to help interested First Nation and tribal governments build a competitive investment climate. Work began on this text book in early 2012 with a generous grant from the Donner Canadian Foundation. Financial support was also provided by the First Nations Tax Commission and the Tulo Centre.
Undergraduate student project for building datasets and analyzing the electoral, party system, …
Undergraduate student project for building datasets and analyzing the electoral, party system, and mass behavioral characteristics for a set of countries.
Middle-class observers reacted to hoboes and tramps of the Great Depression with …
Middle-class observers reacted to hoboes and tramps of the Great Depression with an array of responses, viewing them with suspicion, empathy, concern, fear, sometimes even a twinge of envy. For some, stolidly holding onto traditional values of work and success, the "bum" was suspect, potentially a con artist. Tom Kromer's "Pity the Poor Panhandler: $2 An Hour Is All He Gets" exemplified this stance, urging readers to resist the appeals of panhandlers and refer them to relief agencies, where professionals could help the deserving and get rid of the rest. Ironically, the young journalist who went undercover to write this piece would find himself unemployed and on the road within a year of the publication of his condescending article.
As an assistant attorney general in the Civil Rights Division of the …
As an assistant attorney general in the Civil Rights Division of the Department of Justice, Burke Marshall played a key role in the federal government's efforts to desegregate the South. Representing the presidential administrations of John F. Kennedy and Lyndon B. Johnson, Marshall mediated conflicts between civil rights protesters and southern white officials. In this interview, Marshall recalls the 1961 Freedom Rides and the 1962 desegregation of the University of Mississippi.
In 1831 Rebecca Burlend, her husband John, and their five youngest surviving …
In 1831 Rebecca Burlend, her husband John, and their five youngest surviving children left England for Pike County, Illinois. Resentful of the high rent they paid for their Yorkshire farm, the Burlends looked forward to owning their own farm in the United States. Once arrived, however, they learned that land ownership on the American frontier presented its own difficulties and dangers. In Illinois, government land offices either sold sections of land to settlers or provided them with certificates of preemption. "Preemption" was a process through which a settler could stake a claim to a piece of land for up to four years without paying for it as long as he (or she) cultivated it, built on it, or otherwise "improved" it. The government's goal was to encourage settlement of the wilderness. Settlers, however, sometimes illegally exploited the process, as Burlend describes here.
From the eighteenth to the mid-nineteenth centuries, the term "lynching" did not …
From the eighteenth to the mid-nineteenth centuries, the term "lynching" did not have any racial implications. Targets included Tories, horse thieves, gamblers, and abolitionists. But starting in the 1880s, mob violence was increasingly directed at African Americans. Between 1882 and 1964, nearly five thousand people died from lynching, the majority African-American. The 1890s witnessed the worst period of lynching in U.S. history. The grim statistical record almost certainly understates the story. Many lynchings were not recorded outside their immediate locality, and pure numbers do not convey the brutality of lynching. In early 1893, a white reporter, writing in the New York Sun, offered a grisly account of the burning at the stake in Paris, Texas, of a black man accused of molesting a white girl.As press accounts like this make clear, to witness a lynching--or even just glimpse its aftermath--could be a searing experience for those who were the most likely victims of the lynch mob--young African-American males. That, indeed, was the intention--the threat of lynching was a powerful mechanism for keeping black Southerners in line. In response to the rising tide of lynchings of African-Americans across the South during the 1890s, Memphis, Tennessee, newspaper editor Ida Wells-Barnett launched a national anti-lynching crusade.
The threat of lynching was a powerful mechanism for keeping black Southerners …
The threat of lynching was a powerful mechanism for keeping black Southerners in line. Although this interview (conducted by historian Charles Hardy for a radio program) took place in 1985, "William Brown" (a pseudonym) could still vividly recall the smell of burning flesh that lingered after a 1902 lynching that he witnessed in Jacksonville, Florida, when he was five years old.
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