Sixth grade students at Percy Julian Middle School participated in an international conservation project called the Mongolian Artificial Nesting Project (MANP). Through this project, the students learned about efforts to restore endangered Sakar falcons in Mongolia. As part of their involvement, the students met with a falconer who brought two birds of prey to class. While some students were nervous at first to hold the falcons, most enjoyed the experience. Their teacher explained that experiences like this provided more impactful learning than textbooks alone. The hands-on learning about falcon conservation helped the students better understand biology, cultural topics, and environmentalism.
Jim commutes daily by train from London to work. The document provides pictures and sentences to match describing his train journey, including getting on the train, sitting in a compartment, and arriving at the station in London. It also provides a scene at the train station and a conversation between two people at the station discussing tickets, compartments, and missing trains. Finally, it lists various signs that could be placed in the correct locations at a train station, such as platforms, tickets, and toilets.
This document contains a grammar quiz with 155 multiple choice questions testing grammar concepts like articles, plural nouns, verb tenses, pronouns, prepositions, and more. The questions cover topics such as identifying subjects, objects, and possessives in sentences, identifying singular and plural nouns, identifying verbs in the present, past and future tenses, identifying pronouns, and identifying prepositions that show location, time and other relationships between nouns. The quiz is intended to assess a student's understanding of basic English grammar.
The document matches adjectives from column A with their opposites in column B. It then provides 30 sentences using adjectives from column A and asks students to choose the matching opposite adjective from column B to complete each sentence. The key provides the full list of matched adjectives and completes the 30 sentences.
Mocomi TimePass The Magazine - Issue 8 Mocomi Kids
Do you know about the penguin who is a knight or why spiders don't stick to their own webs? Every issue of Mocomi TimePass Magazine has something fun for everyone! In each issue you will find folktales, trivia, puzzles, health tips, jokes and much more! Open Issue 8 of TimePass Magazine to find out more!
This document provides information about forming the passive voice in English grammar. It discusses how the passive is formed using "be" plus the past participle of the verb. Only transitive verbs (verbs that take an object) can be used in the passive. Examples are provided to illustrate active and passive forms of various tenses. Exercises are included for the reader to practice changing sentences from active to passive voice. Passive forms of modal verbs and similar expressions are also demonstrated.
El documento describe las reglas y técnicas de los saltos horizontales de longitud y triple salto. Explica los requisitos del pasillo de impulso, la tabla de batida, el foso de caída y las condiciones para que un salto sea válido. También detalla los roles de los jueces y las reglas sobre el calzado de los competidores.
Rajesh Roushan is a mechanical engineer with over 6 years of experience in coal handling plants. He has worked on plants with capacities up to 1800TPH. His responsibilities have included commissioning, operation, maintenance, safety management, and meeting generation targets. He is currently a senior engineer at Feedback Power O&M Service Pvt. Ltd. where he oversees a 1800TPH plant.
Rajesh Roushan is a mechanical engineer with over 6 years of experience in coal handling plants. He has worked as an operation and maintenance engineer at multiple organizations and is currently a senior engineer at Feedback Power O&M Service Pvt. Ltd., where he is responsible for commissioning and operating a 1800 TPH coal handling plant. He has expertise in areas like quality management, material management, equipment handling, and safety measures.
Jim commutes daily by train from London to work. The document provides pictures and sentences to match describing his train journey, including getting on the train, sitting in a compartment, and arriving at the station in London. It also provides a scene at the train station and a conversation between two people at the station discussing tickets, compartments, and missing trains. Finally, it lists various signs that could be placed in the correct locations at a train station, such as platforms, tickets, and toilets.
This document contains a grammar quiz with 155 multiple choice questions testing grammar concepts like articles, plural nouns, verb tenses, pronouns, prepositions, and more. The questions cover topics such as identifying subjects, objects, and possessives in sentences, identifying singular and plural nouns, identifying verbs in the present, past and future tenses, identifying pronouns, and identifying prepositions that show location, time and other relationships between nouns. The quiz is intended to assess a student's understanding of basic English grammar.
The document matches adjectives from column A with their opposites in column B. It then provides 30 sentences using adjectives from column A and asks students to choose the matching opposite adjective from column B to complete each sentence. The key provides the full list of matched adjectives and completes the 30 sentences.
Mocomi TimePass The Magazine - Issue 8 Mocomi Kids
Do you know about the penguin who is a knight or why spiders don't stick to their own webs? Every issue of Mocomi TimePass Magazine has something fun for everyone! In each issue you will find folktales, trivia, puzzles, health tips, jokes and much more! Open Issue 8 of TimePass Magazine to find out more!
This document provides information about forming the passive voice in English grammar. It discusses how the passive is formed using "be" plus the past participle of the verb. Only transitive verbs (verbs that take an object) can be used in the passive. Examples are provided to illustrate active and passive forms of various tenses. Exercises are included for the reader to practice changing sentences from active to passive voice. Passive forms of modal verbs and similar expressions are also demonstrated.
El documento describe las reglas y técnicas de los saltos horizontales de longitud y triple salto. Explica los requisitos del pasillo de impulso, la tabla de batida, el foso de caída y las condiciones para que un salto sea válido. También detalla los roles de los jueces y las reglas sobre el calzado de los competidores.
Rajesh Roushan is a mechanical engineer with over 6 years of experience in coal handling plants. He has worked on plants with capacities up to 1800TPH. His responsibilities have included commissioning, operation, maintenance, safety management, and meeting generation targets. He is currently a senior engineer at Feedback Power O&M Service Pvt. Ltd. where he oversees a 1800TPH plant.
Rajesh Roushan is a mechanical engineer with over 6 years of experience in coal handling plants. He has worked as an operation and maintenance engineer at multiple organizations and is currently a senior engineer at Feedback Power O&M Service Pvt. Ltd., where he is responsible for commissioning and operating a 1800 TPH coal handling plant. He has expertise in areas like quality management, material management, equipment handling, and safety measures.
In der .Net Community wird immer wieder das Konzept des Actor Models angesprochen. Doch was ist das eigentlich? Was kann ich damit machen?
Dieser Vortrag beantwortet diese Fragen. Zugleich wird unter Verwendung des Open Source Frameworks akka.net ein Beispiel für ein skalierbares, fehlertolerantes, selbst heilendes und verteiltes System erstellt.
TOSCON16 - TESL Toronto Spring 2016 Conference
Meet Up: Idea Sharing for Multilevel Community Focused Lesson Planning
Workshop Proposal
This workshop will focus on the use of local event calendars and online community-based social networking sites, such as Meetup.com, to unite language learning and computer skills, as well as utilize authentic materials and tasks (realia) that spark interest and inquiry and promote integration into the newcomer’s/student’s community. The presentation will focus on a unit plan based on the theme of community and topic of computer literacy and website navigation that can be adapted for various levels and for a range of contexts, but with particular focus on a high-intermediate level (LINC CLB 5) classroom setting. Lesson plan ideas will integrate all language skill areas. The presenter will provide detailed plan suggestions; however, opportunities will be provided in the workshop for hands-on lesson planning, rubric building, and constructive feedback and level adaptation idea sharing. Attendee active participation is a must.
Kerrankin näin: Verkkopalvelu-uudistus, joka innosti asiakkaita ja maksoi its...kiinteistomaailma-oy
Esitys Markkinointiviestinnän viikoilta 23.9.2015.
Katso, kuinka Kiinteistömaailma uudisti verkkopalvelunsa asiakaslähtöisesti ja toi Suomeen uuden tehokkaamman tavan ostaa ja myydä asunto.
Pohditko kodinvaihtoa? Kutsu meidät maksuttomalle Kotikäynnille! http://www.kiinteistomaailma.fi/kotikaynti
Kaikki myytävät asuntomme löydät osoitteesta http://www.kiinteistomaailma.fi/myytavat_asunnot
The document contains a single word "NOUN" which is a part of speech that names a person, place, thing, quality, idea or action. The word "NOUN" alone does not provide much context to summarize further in 3 sentences or less.
The document summarizes the Citizenship Act of 1955 in India. It discusses how citizenship can be acquired through birth, descent, registration, and naturalization. Citizenship can be acquired by being born in India, having an Indian parent or grandparent, marrying an Indian citizen, residing in India for a certain number of years, or having a parent who is a citizen. The Act has been amended over time to address citizenship in territories acquired by India and overseas citizenship. The Constitution outlines citizenship at the commencement of India and for migrants from Pakistan.
The document provides an overview of key aspects of the Constitution of India, including its preamble, fundamental rights and duties, and salient features such as being the world's longest written constitution. It establishes India as a sovereign, socialist, secular, democratic republic and describes the country's parliamentary democracy and federal system of government with a unitary bias.
This lesson plan aims to teach 4th grade English learners about farm animals. It includes listening to a story introduction and song to learn animal vocabulary. Learners will identify animals, actions they can perform, and participate in a song completion activity. The teacher will use images, video, and a worksheet to reinforce the new vocabulary through listening, speaking, reading and writing practice. Assessment will involve asking students to demonstrate understanding of animal names and actions.
This document is the preface to the "Public School Phonic Primer, Part I". It provides guidance for teachers on how to teach reading using this primer. It recommends teaching letter sounds at the blackboard before associating letters with pictures in the book. It also emphasizes training pupils to recognize words by listening to sounds being combined, and having them do independent work without help. Most class work should focus on "ear problems" where pupils translate sounds, while the primer provides "eye problems" to solve independently.
This document is implemented to used in educational purposes to help student to learn about the topic of 21st century. Its help to student without books to learn something and be integrated about their topics as well of they know or they didn't know how to get amongst copy. 21st Century copy mades awide learnings about history thats consumption the means of believes throughout the topic. This capacity make a less used of books and preoccupied for students. Contemplating the used of books and beverages the hassle of student in using the books to school. Describe each of your family members. Describe a famous person that you would like to meet. Describe one of your friends. Describe one aspect of someone that you like (for example: laugh, style of dress, words that the person likes to use, etc.) Describe your favorite place.
Describe your ideal bedroom.
Describe the house in which you grew up.
Describe what the first house on the moon would look like.
Describe some of your favorite places in your hometown.
Describe a peaceful place that you’ve visited.
Describe a place that exists only in your imagination.
Describe a friend’s or family member’s house where you enjoy spending time.
Describe your perfect fantasy vacation destination.
Describe your favorite store.
Describe your favorite teacher’s classroom.
Describe a museum that you’ve visited recently.
Describe a place you have dreamed about that doesn’t exist in real life.
Describe a place where your pet likes spending time.
Describe an outdoor place that you know well. Describe your oldest memory.
Describe your best summer vacation.
Describe a memorable concert you attended.
Describe a memorable trip you took.
Describe a special time that you and your family had together.
Describe the first time you met one of your friends.
Describe a time you met someone famous.
Describe one of your happiest memories.
Describe one of your saddest memories.
Describe a time that you felt scared.
Describe a time that you felt excited.
Describe a time that something totally unexpected happened.
Describe a memory of someone whom you miss.
Describe one of your most memorable first days of school.
Describe one of your most embarrassing moments. Amongst of this example is that may can assure the study of student about 21st century.
1) World-renowned primatologist Jane Goodall visited a school in Castañer, Puerto Rico where she was greeted by singing children and given a tour of the coffee plantation.
2) During a brief interview, Goodall said that animal testing should be moved beyond and that alternatives should be found through superior human intelligence. She also expressed optimism about protecting chimpanzees and improving human lives in Africa.
3) Goodall's prominent research on chimpanzees in Tanzania has led her to dedicate her life to defending endangered species and protecting animal and human rights. She hopes to establish conservation groups in Puerto Rico through her Jane Goodall Institute.
The story follows three little pigs who leave home to seek their fortunes. The first builds a house of straw, the second of sticks, and the third of bricks. A big bad wolf blows down the houses of straw and sticks, forcing the pigs to take shelter with the third pig in his brick house. The third pig built strongly by combining techniques learned from the other pigs. Just like a levada spreads water, the two pigs spread information to the third pig to ensure everyone's safety from the wolf.
21st century literature from the philippines and the worldSham Lumba
This document provides an overview of precolonial Philippine literature, including examples of different literary genres from that era. It discusses folktales, fables, legends, and myths that were part of the oral tradition and helped convey Filipino culture, beliefs, and history before the arrival of Spanish colonizers. Specific examples are given for each genre, such as folktales about Juan and fables featuring animals like monkeys, to illustrate the types of stories and how they were passed down from generation to generation.
This text set is designed for a 2nd or 3rd grade unit focusing on cows and a dairy farm. It includes books, videos, websites, poems and songs that provide information about cows, the dairy farming process, and a dairy farm visit. The resources cover a range of reading levels and include fiction, non-fiction, videos, games and interactive elements. They are meant to be used before, during and after a class trip to a local dairy farm to teach students about cows and dairy farming.
Mr. Arnold was teaching his students about how early humans were nomadic, moving from place to place in search of food. Lucy pointed out that modern humans have also become nomadic again by overexploiting natural resources like forests and fish until they are depleted, then moving on. The class discussed how to be more sustainable, and decided to only use recycled and sustainably sourced materials. As a result, the children managed to stop being nomadic like their ancient ancestors.
anggota kelompok 7 frans jefferson jovan cenaro chelsea meliani salim lily co...JOKO HANDOKO
The document describes preparations for the Hindu festival of Diwali. People cleaned their homes, painted designs on walls and floors, and bought new clothes and jewelry. During the five days of Diwali, homes and temples were decorated with clay lamps and candles. At night, the neighborhood glittered with thousands of lights. Excited children set off firecrackers during the celebrations. Diwali celebrates peace and harmony.
The document provides examples of pre-colonial Philippine literature including folktales, fables, legends, myths, and epics. It describes common literary forms and provides summaries of stories from different ethnic groups in the Philippines that were traditionally passed down orally. These stories depict aspects of pre-colonial Philippine culture and history before influence from Spanish colonizers.
The document describes various nature-related activities that pupils ages 3 to 5 engaged in. The younger pupils decorated flowerpots with stickers and painted them. The 4-5 year olds planted geraniums and built bird houses. They also went on an excursion where they told a story, looked for things in nature using their senses, and visited an environment center. Throughout the term, they decorated their building with nature-inspired ornaments, listened to nature sounds, and cared for the school garden.
Hannah took a trip to New Orleans where she volunteered helping with various relief efforts after Hurricane Katrina. She helped rebuild homes by doing drywalling and construction work. She also volunteered at an animal shelter walking dogs and cleaning cages. Hannah interacted with local residents who shared their personal stories of surviving the hurricane and flooding, including being trapped for days waiting for rescue. Throughout her trip, Hannah witnessed the ongoing challenges lower income areas of New Orleans faced in recovering from the storm due to inadequate levee protection and lack of support from the government.
The document provides 15 rules for using articles (a, an, the) correctly with nouns in English. It explains that countable nouns require articles, uncountable nouns usually do not, and some nouns can be both countable and uncountable depending on context. Specific types of nouns like languages, geographical areas, institutions and occupations are also discussed. The document concludes by providing examples and exercises to practice applying the rules.
In der .Net Community wird immer wieder das Konzept des Actor Models angesprochen. Doch was ist das eigentlich? Was kann ich damit machen?
Dieser Vortrag beantwortet diese Fragen. Zugleich wird unter Verwendung des Open Source Frameworks akka.net ein Beispiel für ein skalierbares, fehlertolerantes, selbst heilendes und verteiltes System erstellt.
TOSCON16 - TESL Toronto Spring 2016 Conference
Meet Up: Idea Sharing for Multilevel Community Focused Lesson Planning
Workshop Proposal
This workshop will focus on the use of local event calendars and online community-based social networking sites, such as Meetup.com, to unite language learning and computer skills, as well as utilize authentic materials and tasks (realia) that spark interest and inquiry and promote integration into the newcomer’s/student’s community. The presentation will focus on a unit plan based on the theme of community and topic of computer literacy and website navigation that can be adapted for various levels and for a range of contexts, but with particular focus on a high-intermediate level (LINC CLB 5) classroom setting. Lesson plan ideas will integrate all language skill areas. The presenter will provide detailed plan suggestions; however, opportunities will be provided in the workshop for hands-on lesson planning, rubric building, and constructive feedback and level adaptation idea sharing. Attendee active participation is a must.
Kerrankin näin: Verkkopalvelu-uudistus, joka innosti asiakkaita ja maksoi its...kiinteistomaailma-oy
Esitys Markkinointiviestinnän viikoilta 23.9.2015.
Katso, kuinka Kiinteistömaailma uudisti verkkopalvelunsa asiakaslähtöisesti ja toi Suomeen uuden tehokkaamman tavan ostaa ja myydä asunto.
Pohditko kodinvaihtoa? Kutsu meidät maksuttomalle Kotikäynnille! http://www.kiinteistomaailma.fi/kotikaynti
Kaikki myytävät asuntomme löydät osoitteesta http://www.kiinteistomaailma.fi/myytavat_asunnot
The document contains a single word "NOUN" which is a part of speech that names a person, place, thing, quality, idea or action. The word "NOUN" alone does not provide much context to summarize further in 3 sentences or less.
The document summarizes the Citizenship Act of 1955 in India. It discusses how citizenship can be acquired through birth, descent, registration, and naturalization. Citizenship can be acquired by being born in India, having an Indian parent or grandparent, marrying an Indian citizen, residing in India for a certain number of years, or having a parent who is a citizen. The Act has been amended over time to address citizenship in territories acquired by India and overseas citizenship. The Constitution outlines citizenship at the commencement of India and for migrants from Pakistan.
The document provides an overview of key aspects of the Constitution of India, including its preamble, fundamental rights and duties, and salient features such as being the world's longest written constitution. It establishes India as a sovereign, socialist, secular, democratic republic and describes the country's parliamentary democracy and federal system of government with a unitary bias.
This lesson plan aims to teach 4th grade English learners about farm animals. It includes listening to a story introduction and song to learn animal vocabulary. Learners will identify animals, actions they can perform, and participate in a song completion activity. The teacher will use images, video, and a worksheet to reinforce the new vocabulary through listening, speaking, reading and writing practice. Assessment will involve asking students to demonstrate understanding of animal names and actions.
This document is the preface to the "Public School Phonic Primer, Part I". It provides guidance for teachers on how to teach reading using this primer. It recommends teaching letter sounds at the blackboard before associating letters with pictures in the book. It also emphasizes training pupils to recognize words by listening to sounds being combined, and having them do independent work without help. Most class work should focus on "ear problems" where pupils translate sounds, while the primer provides "eye problems" to solve independently.
This document is implemented to used in educational purposes to help student to learn about the topic of 21st century. Its help to student without books to learn something and be integrated about their topics as well of they know or they didn't know how to get amongst copy. 21st Century copy mades awide learnings about history thats consumption the means of believes throughout the topic. This capacity make a less used of books and preoccupied for students. Contemplating the used of books and beverages the hassle of student in using the books to school. Describe each of your family members. Describe a famous person that you would like to meet. Describe one of your friends. Describe one aspect of someone that you like (for example: laugh, style of dress, words that the person likes to use, etc.) Describe your favorite place.
Describe your ideal bedroom.
Describe the house in which you grew up.
Describe what the first house on the moon would look like.
Describe some of your favorite places in your hometown.
Describe a peaceful place that you’ve visited.
Describe a place that exists only in your imagination.
Describe a friend’s or family member’s house where you enjoy spending time.
Describe your perfect fantasy vacation destination.
Describe your favorite store.
Describe your favorite teacher’s classroom.
Describe a museum that you’ve visited recently.
Describe a place you have dreamed about that doesn’t exist in real life.
Describe a place where your pet likes spending time.
Describe an outdoor place that you know well. Describe your oldest memory.
Describe your best summer vacation.
Describe a memorable concert you attended.
Describe a memorable trip you took.
Describe a special time that you and your family had together.
Describe the first time you met one of your friends.
Describe a time you met someone famous.
Describe one of your happiest memories.
Describe one of your saddest memories.
Describe a time that you felt scared.
Describe a time that you felt excited.
Describe a time that something totally unexpected happened.
Describe a memory of someone whom you miss.
Describe one of your most memorable first days of school.
Describe one of your most embarrassing moments. Amongst of this example is that may can assure the study of student about 21st century.
1) World-renowned primatologist Jane Goodall visited a school in Castañer, Puerto Rico where she was greeted by singing children and given a tour of the coffee plantation.
2) During a brief interview, Goodall said that animal testing should be moved beyond and that alternatives should be found through superior human intelligence. She also expressed optimism about protecting chimpanzees and improving human lives in Africa.
3) Goodall's prominent research on chimpanzees in Tanzania has led her to dedicate her life to defending endangered species and protecting animal and human rights. She hopes to establish conservation groups in Puerto Rico through her Jane Goodall Institute.
The story follows three little pigs who leave home to seek their fortunes. The first builds a house of straw, the second of sticks, and the third of bricks. A big bad wolf blows down the houses of straw and sticks, forcing the pigs to take shelter with the third pig in his brick house. The third pig built strongly by combining techniques learned from the other pigs. Just like a levada spreads water, the two pigs spread information to the third pig to ensure everyone's safety from the wolf.
21st century literature from the philippines and the worldSham Lumba
This document provides an overview of precolonial Philippine literature, including examples of different literary genres from that era. It discusses folktales, fables, legends, and myths that were part of the oral tradition and helped convey Filipino culture, beliefs, and history before the arrival of Spanish colonizers. Specific examples are given for each genre, such as folktales about Juan and fables featuring animals like monkeys, to illustrate the types of stories and how they were passed down from generation to generation.
This text set is designed for a 2nd or 3rd grade unit focusing on cows and a dairy farm. It includes books, videos, websites, poems and songs that provide information about cows, the dairy farming process, and a dairy farm visit. The resources cover a range of reading levels and include fiction, non-fiction, videos, games and interactive elements. They are meant to be used before, during and after a class trip to a local dairy farm to teach students about cows and dairy farming.
Mr. Arnold was teaching his students about how early humans were nomadic, moving from place to place in search of food. Lucy pointed out that modern humans have also become nomadic again by overexploiting natural resources like forests and fish until they are depleted, then moving on. The class discussed how to be more sustainable, and decided to only use recycled and sustainably sourced materials. As a result, the children managed to stop being nomadic like their ancient ancestors.
anggota kelompok 7 frans jefferson jovan cenaro chelsea meliani salim lily co...JOKO HANDOKO
The document describes preparations for the Hindu festival of Diwali. People cleaned their homes, painted designs on walls and floors, and bought new clothes and jewelry. During the five days of Diwali, homes and temples were decorated with clay lamps and candles. At night, the neighborhood glittered with thousands of lights. Excited children set off firecrackers during the celebrations. Diwali celebrates peace and harmony.
The document provides examples of pre-colonial Philippine literature including folktales, fables, legends, myths, and epics. It describes common literary forms and provides summaries of stories from different ethnic groups in the Philippines that were traditionally passed down orally. These stories depict aspects of pre-colonial Philippine culture and history before influence from Spanish colonizers.
The document describes various nature-related activities that pupils ages 3 to 5 engaged in. The younger pupils decorated flowerpots with stickers and painted them. The 4-5 year olds planted geraniums and built bird houses. They also went on an excursion where they told a story, looked for things in nature using their senses, and visited an environment center. Throughout the term, they decorated their building with nature-inspired ornaments, listened to nature sounds, and cared for the school garden.
Hannah took a trip to New Orleans where she volunteered helping with various relief efforts after Hurricane Katrina. She helped rebuild homes by doing drywalling and construction work. She also volunteered at an animal shelter walking dogs and cleaning cages. Hannah interacted with local residents who shared their personal stories of surviving the hurricane and flooding, including being trapped for days waiting for rescue. Throughout her trip, Hannah witnessed the ongoing challenges lower income areas of New Orleans faced in recovering from the storm due to inadequate levee protection and lack of support from the government.
The document provides 15 rules for using articles (a, an, the) correctly with nouns in English. It explains that countable nouns require articles, uncountable nouns usually do not, and some nouns can be both countable and uncountable depending on context. Specific types of nouns like languages, geographical areas, institutions and occupations are also discussed. The document concludes by providing examples and exercises to practice applying the rules.
The Shame of Child Labour – 1 - through the lens of Lewis Wickes Hine 1908-1924Yaryalitsa
In 1908 Hine left his teaching position at the progressive Ethical Culture School in New York to become a staff photographer for the National Child Labor Committee. The same year, he described his pictures in a reform journal as "graphic representation of conditions and methods of work, through pictures for exhibits, reports, folders, magazine and newspaper articles, and lantern slides." Over the next decade Hine made thousands of negatives-often undercover-of children working in mills, sweatshops, factories, and various street trades, such as the delivery boy pictured here. Through a steady accumulation of specific, idiosyncratic facts, the photographer hoped to reveal the larger, hidden patterns of exploitation upon which the American city was rapidly expanding. More important, his reports and slide lectures were not meant solely as tools for labor reform but as ways of triggering a more profound, empathetic response in the viewer, one that would cause him to reconsider his relationship to society.
NOTE:
There is a Number 2 as well: The Shame of Child Labour – 2 - through the lens of Lewis Wickes Hine 1908-1924
at the following URL in Slideshare:
https://www.slideshare.net/yaryalitsa/the-shame-of-child-labour-1-through-the-lens-of-lewis-wickes-hine-19081924-77331832
1. The document describes 7 different genres of text: narrative, recount, spoof, procedure, descriptive, report, and news item.
2. It provides examples of each genre, including summaries of "The Ugly Duckling" narrative, a recount of a scary airplane trip, a spoof about two police officers, instructions for making a flower crown, a description of the author's house, a report about elephant characteristics, and a news item about a man who damaged homes with a bulldozer.
3. The document analyzes the key components of each genre such as orientation, complication, resolution, events, goal, description, and newsworthy details.
This document contains a series of questions and response options related to biology, language, mathematics, and other topics. It includes questions about parts of the body, synonyms, summarizing texts, writing poems and stories, conducting interviews, and solving word problems. The questions are designed to assess a variety of skills and topics.
The document provides details from a weekly lesson plan for an English class in the Philippines. It includes activities and lessons about Vigan City, a UNESCO World Heritage Site known for its well-preserved Spanish colonial architecture. The lesson plan discusses a government campaign to support Vigan City's bid to be named one of the new Seven Wonder Cities. It also includes oral exercises, readings, and activities to teach students about adverbs of time and compare the cow and caraboo.
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Birds 61tplITetrlescend onlltiaa~iddle-ScfiooIBy La RISA LYNCH cultural significance in Mongolian historj
GontributingReporter Hendee's visit provided a ha~ds,ol1
learning experil;lnce for ,.the •stude~~~,
He' said reading-a text. book on '.the flight
pattern of, migratory birds. wouldn1t alloW
students to relate totheMongolianpr'oJect.
Also, he explained, students see first-hand
how the conservancy workssincethelJ.S.
peregrlne falcon was an endangered species
like Mongolia's SakarJalcons. Conservation
efforts brought the per'egrine hack, he noted,.
"Itil? just another leveL of science
education. to' gefthestudentsinvolved. <and
the live falcon always does it," 'said Hendee,
of the International HeritageOonservanCy,
an organization that works to preserve the
art of falconrj
"The kids were asking about researching
birds of prey and what [they] can read
and that kind of things -- that's what we
want," he said, adding that there is a lot'of
carryover from this experience.
Hendee said more sfudentsare interested
in going to nature centers or notice birds of
prey, like the Gooper's hawk, nesting in bak ,
Park. One student even broughfm a feafher
to see what species it Came from.
"It's funny to think a couple of hawks can
do that," he noted. But. that kind of active
learning is why, sixth-grade teacher Seth
Baker chose the proJect. He said the project
is interdisciplinary, one in which students
learn ,biology, conservation and CUltural
immersion. Sfudentsare even developing a
websiteto document their experience.
"It':sTralwqrld, "Baker sai~.''As ascience
teacher,',••~alfi .alV~ysthrille(i<.¥h~1).'~i~!>,
learn about what'siutheit babkyardarid .
Maeve Ryan was a little apprehensive in
her sixth-grade science class last mOilfh.
The ll-year-old had a three-pound Falcon
perched on her arm.
Ryan became 11nassistant, of sorts, when
falconer Craig Hendee visited Percy Julian
Middle School, 416 S. Ridgeland Ave.,to talk
about restoring birds of prey back to their
natural habitat. '
He brought with him two birds of prey,
a white gyrfalcon named Bo, and AlVin, a
brownish gray peregrine falcon. Students in
the class each had a chance to handle the birds,
which were accustomed to hurmm contact.
"1thoughtit would fall off:~"said Ryan who,
along with many of her classmates, saw for
the first time a falcon up close. "It felt like
when I walked, it would jerk. But I liked it."
Ryan and her classmates are participating
in an international conservancy project,
called the Mongolian ArtifIcial Nesting
Project (MANP). The project aims to restore
SalmI' falcons back to the wild in Mongolia,
a half a world away. MANP is the largest
conservation initiative in the world.
Julian Middle Schoolis among four other U.S.
schools mvolved in the project, which partners
students with a school ill Mongolia.Twoschools
in Walesare also involved in the project.
Through the project, students interact
with their international counterparts via
video chats, sharing what they've learned
about different birds of prey in tb.eir
respective countries and efforts to preserve
them. Students also learn aboutfaleons~
DAVID PIERINI/Staff Photographer
SEEING EYE TO ,EYE: Tess Rutstein gets a look in the eyes of Bo, a Gyrfalcon, as+tis handle!;
Cr.aigHendee, unhoods him in the sixth-grade science class of Seth Baker.
appreciate it.
''We are allstudyingi:lle same conservation
effort, and it gives us a chance to start with
.that and then grow from there learning more
about general culture," Baker saidi noting that
this istheschqol's fIrst year in the program.
MANP, started' six years ago with a 10
year'grant funded by United Arab Emirates.
Since its ,inception 1,200 baby Sll:karfalcons
wer3 conceived tnmanmade nests formed
from old oil barrels.
Ryan said she is glad fo be part ofa
project to restore an endangered species and
meeting people from Mongolia.
"I thought it was really awesome, because
1 really like animals," added sixth-grader
Julia Eisner, 11.She said she aspires to be a
falconer someday.
Baker said he. set out to give students an
appreciation and wonder of the natural world.
"Th3re are certain curriculum things
that 1 am going to teach that theY will not
remember, but an experience like this is
goingto be more indelible for them."
2. 10 WednesdayJournaI,JuIy25,2012
THEWAI
rIlE!l:ARK
4,206,41)
ICE,AGE: C-oNTINENTAL DRIFT ~ Daily: 12:10 PM
ICE AGE: CONTINENTAL DRIFT 3D II'l;j Daily, no 4,lO
6:40- 8:50
t!,E~ING SPIDER-MAN ~ Daily: 1:05 4:00 6:55 9:50
~@DaiJy, 4,50 7,15 9,40
BRA~ ~ Daily, 12,00 2'15
'fft~t~TOUCH!tBLES*~ Daily: 12:00 2:30 5:00 1-;30 10:(){)
. [l;J IM!<t 10,OOAM
MoVie 'Series -Armiission $1.00
Oak Park'sretread expert
Tony Munois Shoe Cfinic-
an OakPark staple
for 30years
BYlA RISA LYNCH
Contributor
Antonio "Tony" Munoz's hands are rough
and traces of black shoe polish stain his fill"
gertips.
No doubt a testament to how long M~2Z
has been repairing, re-soling and polisJi.tiig
shoes in his shop, located on the lower leyel
of 115North Oak Park Blvd. Munoz !1as;up:-
erated his namesake business, Tony's~~
Glinie; for nearly two decades and worked
1:l).e~eeven longer before eventually buying
the business.
Over the years, he has seen competl!oJ;s
come and go, possibly. making his shOPIfrT
last remaining shoe repair business iII}~.f.>
villagf.>.At one POint, Munoz recaned5'1aK.
Park having 13shoe repair shops" Nowitl&
down to one...c.his.
LGngevityforMUlloz,anativeofM:~cO; '.' , .......•............
~~~~:::do:=J::;~~~qOllSO~EMAN;T~nyMun~ofTQijy'sSh6e~irt,iGiTlOakP4rEfYorksQnallk¢i1Jn~'~l#~11
Oak Pariiresident JerOmf.>ET~e caIl.~· basement store; BeTow aT!!rowsojcompretl!d orders ojrepqitedshoes. - -
test to that.He'sbee~a cust{'.merof To~s' .
Shoe Cllriicfor 31yelirg. 'the quall~ he said, boUght the pla~e. He basoWned the shoe re-
far· exceedssOhIe. uPscaled6wrrtoWn. }li~ pair Shopforthe·last 21years.
stoJ."~,like Br{'.{'.ks-l3roth¢l'S..•. .'.'. '. His <latlgJ1tet~i<lh",r~tlIetsaw t!J.ebItsi-
"The C1'afts~hiPinI~ into the shoes ness' pot!)iltiala,ndkneW It had. r~(jm to. ..'
lllakesitllJill<IlIw.dnew," Rebses:ruiOfM'U" gro.w. . ••.. .....
noz's handiwork.' "He made it what it is now;"k:ttenMunoz ..
.. Ilideeu MlRoZ,59, prides. hfiru;elf op.fJii,said.
quality of his work, <lt1cb.incllldes m~d" F"'l'$Om$,1'o.IlYMUI1QZ'S~u.ccessasanen-
ingpurses, fIXing canvas tf.>ntsand spnie tte,Preneurtyj;lifies.the .Anierican Dreall1'
lightworkfo.rjf.>weiry; But he do.esn't quiteseeij:that way. HiS
"They like my work," said .the fatln,rof ds.nghter SllYSh~r father ofteI1:""Qrksseven
foUI: Munoz opf.>ratesthe shop witIJ.llis days a week, eveI1holidays and only gets
daughter, Karen, son, Jaime and their~ous- three vacation days out the year.
_in, Jose. . "AJ111edoes is vrork,"Karen Muno.zsaid.
It'sthe pro.mptness in rep:airing sho.es.;ihd "1 imagine he wants to do something else
returning thelll within 24 ho.urs that ke",ps0ther than being inthe shop se",andflySa.
customers coming back, explained Karen, week ~ even on Sundays wher-ehecomes
who often works the front counter wifuher in tocatchup on work. He's aworkca-hollc."
dad. . • "It's a lot of work," added Tony Munoz,
"Custotnerslove him. He does good wOrk. who's at the shop from 6 a.m. to 10 p.m. to
He hilS.b."en doing it ever since he came tQ provide the quick farnaround customers
ES.," she added. . have come toexpeet. .
GroWing up ill Mexico, Tony JYlunoz But for Munoz if s worth it. He wa.nted
never dreamed of. owning a Dusiness. But a better life for his family, more than what
he couldn't pass up an opportunity to buY. Mexico could provide. That's why he emi"
the place where he worked for the last 35 grated from Jalisco, Mexico 36 years ago.
years. When the previous owner, also named' He toiled 10years making shoes in a Mexico
Tony,became ill and unable to manage the factory since the age of 12.But with a groY(-
business, Munoz took over.,EvelltuallY he ing family, Munoz knew life would be better
in America. He made his ";~yt'; the Chi~gO
area and landed ajob at the shop.
"I'm extremely proud of him, where he
has come from and what he has achieved,"
Karen Munoz said of her dad. "Whatmakes
this shop a success is his dedication to it. No
one would dedicate this much time to abusi-
ness."
3. • Afully-bakedfhristmas ARlENE;l!
Also serving Garfield Park
are drawing off my strength, but I am more so
drawing off theirs. I have to survive for them."
Givens' luck began to change. Shelandedajob
at the end of October working in the corporate
office for a hospital bed manufacturer. She
found the job through job leads provided by
state Rep. LaShawn Ford's office. She said his
office has been good about supplying leads and
resources for assistance.
"There's really no help out there right now to
me, but I did see him trying,:' she said of Ford,
who recently pleaded not guilty to fud~ral bank
fraud charges.
With a job in hand, finding a place became
a priority. She was staying with relatives a
few blocks away when she saw the house for
rent. Givens said the landlord took a chance
on her when she called, and explained her
circumstances. The 1al1dlord, she said, thought
her family would be,a good fit for,the house.
"I work' for a good company now and we
are in our own: home," she said. "~e jjlst!1eed
some
By
had a their enM,the
house to an early Christmas present, but that
was surpassed by the excitement her children
had for having their own place.
"Jilst for them to be able to walk through the
house, it just puts a smile on my face," she said.
"Their Whole reaction is like, 'Mommy you did
itlHl
Givens' 14-year-old daughter can speak for
her siblings when she says she is excited about
having a place to call her own. She already has
plans for her room. She wants to deck the walls
in Justin Bieber posters. (Austin Weekly is
withholding the children's name and schools
to protect their privacy.). ,
"It's nice' to have our own house instead of
living,with others," the 14-year-old said.
Her older 'brother has plans, too. The big
Dwayne Wade fall can't wait to put a hoop up
in the spacious backyard. But the 16-year-old
said being in a home for the holiday makes
this Christmas special. He looks forward to his
mom's cooking and sitting at a table as family
enjoying diner.
"That is the best part," he said.
To see how you can help, please call, Ms.
Givens at 708-990-1522.'
A home
for the
hQlidays
DeserviI'lgAustinfamily
seeks assistance to
furnish new-home after
overcoming. homelessness
HOMES
. Finding$helter
!rompagel
with her - to southern Illinois to escape
an abusive relationship fhatended in a bad
divorce. She split her thne between public
housing and a relative's house, subsisting on
unemployment benefits from her former job
with the Chicago Housing Authority. ,
But GivensIeft Harrisburg because the small
town had little in the way of job opportl.lnities
other than the local Wal-Marl They moved
back to Chicago in June with literally the
clothes on their backs. Givenscouldn'ta.ffqrd
to bring her belongings back'withher. , •
"I actually had to startaJlover...: Tilatis
why we are in a place wher~ we have nothing/,
Givens said. "We barely got clqtlling/'
Givens' Christmas Iistl$simple'Co0kware,
bedding, kitchen table,window treatments'
- practically everything, a new homeowner
needs to furnish a house.
"We've got four bedrooms with no beds in
them," Givens said, adding that the children
sleep on air mattresses. "I really want to see
them on some beds, because they are going to
school and they need to get proper rest."
While her situation may seem dire to some,
Givens counts herself as blessed. When she
moved back to Chicago, first settling in Cicero
then Austin, she wondered how she was going
to make iLJob prospects sre had lined UP in
Chicago fell through. Jobless and dependent on
others for housing, Givens knows the situation
has been stressful for her children.
"There were seven of Us in this one room for
two months, and we slept in a bunk bed. There
were four of us at the bottom and three at fhe
top," Givens said. "It was really hard seeing
them go through that, but they stayed smiling."
, Through it all, GlvelJ.s said she drew her
strength from her children and ·God. She said
she knows she made bad choices by being in
two abusive relationships, but she says she is
"trying to correct things for my kids." They
deserve better, she says.
"They are strong," she said. "Ithink they
By LARISA LYNCH
Contributing Reporter
The heels of Natasha Givens' shoes
click and echo offthe hardwood floors
orihe .empty two-story, fi'ame house
she. moved into·. in November. .She
looks around at the bare walls and the
curtain'less windows· and imagines
where she would put aChristinas tree,
if she had one.
Givens, a single mother of six
(two boys and four girls), Wants
this Christmas to be special for her
children, whosea.ges range from 16 to
5. The'family has come a long way from
being on the brink of homelessness -
bouncing from one relative's house to
the next - to having its own place.
"I'm kind of looking forward to
Christmas," said Givens, 35. "I just
, Want to make it nice. I want to be able
to cook diner for us, to eat together. ...
So hopefully we have a kitchen table by
then."
A kitchen table only scratches
the ,surfaces of what 'Givens needs
to fully furnish her new home on
North Lockwood Avenue. She and her
family moved back to Chicago after
living nearly three years in downstate
Harrisburg.
Givens fled taking her children
4.
5. •. Memories of a Freedom Rider PAGE5
STIR
"About a seven because Icarry a
weapon. I'ma private investigator,
so Icarry a weapon, and I'm really
not scared in the community. Igrew
up in a rough neighborhood; I'm
used to roughness, so that's it,and I
know how to handle it:'
See STREETBEAT, page 1
GARfiELD PARK- Americans across the.·
COWltry last Sunday marked the 10th
anniversary of the Sept 11, 2001attacks
with candlelight vigils and memorial ;'
services.
In Chicago's West Garfield
neighborhood, Amina
stood at a church podi
on het loss. Het cousin,
38, died when on
crashed into the so
Trade Center in New York City.
Simjee, who Syed said had a passion
for mountain climbing, was among 41
Muslim·Americans who perished that
tragic day 10years ago.
"Osama Bin Laden and his ilk wanted
to bring the financial world to its
when it chose to attack the U
10 years ago," said Syed who spoke at a
Sept 11commemoration event at New Mt
Pilgrim Missionary Baptist Church, 4301
W.Washington Blvd. The event was held
in conjunction with Elmhurst College.
"I'm sure they didn't care that they
killed Nasima end other Muslims, even
though they profess to carry out these
attacks in the name of Islam," she said.
While Bin Laden aimed to fracture
the American spirit, Syed said he failed
to realize Muslims would be part of the .
rebuilding process. The country; she said,
has become more unified regardless of.
naysayers who pigeonhole Islam as a
"terrible faith."
As the former head of the Council
of Islamic Organizations of Greater
Chicago, Syed made it a mission to
convince people that "Muslims aren't
ONLINE AT
AustinWeeklyNews.com
Challber ofCollllerce
on the 1lJ;OPe.••
6. PEACE PARTNERS
Muslim-Christian gathering
one workiilgto reaffirm "our unitedness as
Amedcans." .
Rev. Marshall Hatch, pastor of New Mt.
Pilgrim MissiQnary Baptist Church, agreed.
"One of the· things about America is
diversity of religion," said Hatch. "I think
that is part of America's gift to the world,
tb,atreligion does not have to divide. Wecan
each have.our distinct faiths and still have a
commo.n.bond for doing common good."
7. The chaotic scene and carnage of war is
what Specialist Terrankia Johnson expect-
ed to see when she signed up for early de-
ployment to Iraq this summer.
Instead, the south side native saw Sub-
way, Pizza Hut, and Burger King rise up
from the desert sands of Baghdad.
"I didn't expect to see that," said Johnson,
a soldier with the National Guard, who is
in the early phase of a nine month deploy-
ment to Iraq.
Johnson, out of curiosity, volunteered for
early deployment a month before her unit
was scheduled to leave. She ~as intrigued
by news reports of U.S. troops coming un-
der heavy fire from insurgents. She wanted
to see first hand what it was like in a com-
bat zone.
"I hear everybody's war stoties, and I was
like I want to see for myself how it really
is," the 23-year-old Englewood resident
said. "I expected us to be on guard all the
time like you see on TV [with] stuff blow-
ing up and going off like crazy war type of
stuff.
"But it wasn't what I expected at all,"
Johnson said from Iraq. "I always expected
the worst, but I didn't even get close to that
so that is always a good thing."
9=howing down on a Whooper now and
thenis a way for military personnel to have
a little piece of home on the warfront. Sol-
diers have a recreation hub where they can
shoot hoops, watch movies or just hang
·out to relieve the stress of being in a com-
bat zone.
"It is like being at home, but away from
home. I teally don't know how to explain
it," said Johnson who is stationed at Camp
Liberty in the Green Zone outside of
Baghdad ..
While thousands of miles away from
family, technology makes the distance
shorter. Soldiers have unlimited Internet
access and use Facebook and MySpace to
(Continued on page 2)
8. South side soldier offers glimpse o£1ife in Iraq ,
(Continued from page 1)
connect with families. But the
new thing is Skype where soldiers
can video call their families over
the Internet, a far cry from the
snail mail she rdied on to con-
nect with her father, a 21-year
Army veteran, currently serving
in Mghanistan.
"Most of the time when he was
deployed or gone on a mission,
we would wait to get letters from
him, and it would take forever,"
she recalled. "It's a whole lot bet-
<terto have all this technology."
Fun and games aside, Johnson
, said, soldiers cannot become too
complacent - after all it is still a
war zone. Johnson is assigned to a
vertical construction unit that
builds roads, bridges, hospitals
and schools. The unit also makes
locations more inhabitable for
the troops stationed in the Green
Zone.
But Johnson is charged with a
more daunting task. She is re-
sponsible for protecting 162 sol-
diers in her unit from chemical,
biological, radiological and nu-
clear threats. She is also responsi-
ble for stocking the unit's ammu-
nition and keeping the line units
resourced.
While Johnson has not come
under fire for militants, she said
the biggest enemy is the heat,
which can reach well into the
hundreds. "You walk out side and
you instantly start to sweat not
doing anything."
When asked about serving in a
war that has divided many Amer-
icans, Johnson said she under-
stands the significance of what
they are doing in Iraq. She be-
lieves that the U.S. presence is
making a difference.
"I know we are doing good
things; positive things for the
people over here," she 'said. "I
know they appreciate it and that
makes me appreciate it. Every-
body is going to have certain
opinions about different things
that is just the way life is. [But]
that doesn'! make me feel bad
about what I'm doing because
somebody else thinks something
different."
Although Johnson's father
served in the Army, that played a
very small role in her decision to
join. Johnson joined because of
the benefits including money for
college.
"That's one of the main reasons
why I Joined, especially growing
up in the inner city and not hav-
ing too much to look forward to
as faras financial aid and scholar-
ships," said Johnson, who is
studying accounting at DeVry
University. "So I joined the mili-
tary to pay for school." ,
Johnson has always been fasci-
nated with the military. Even as
an eighth grader, she wanted to
attend a military high school, an
idea that did not set well with her
mom.
"My dad, was all for it, but my
mom was like 'No you are not go-
ing into the military like him.
And now here I am," said John-
son, who joined the Army after
graduating from Romeoville
High School.
Johnson plans to make a career
in the military. She is already up
for a promotion to sergeant.
"I plan on staying in as long as
God keeps me here," Johnson
said.
But her advice to people back in
the states is not too worry too
much.
"It is not as bad as what TV
makes it. Stay positive because we
are trying to stay positive over
here."
9.
10. by La Risa Lynch
J',uniu~ G,aten might not be a h,istorian,
, but hVlng more than a century quah-
ties !lim as one.
And in his 102 years of living, he has
seen two World Wars, lived through the
Great Depression, AI Capone's prohibition
era. the Race Riots of 1919, and the rise'
and fall of the Bronzeville community,
Bronzeville, the Black Metropolis, 'was a
beacon of prosperity Jor thousands of
migrating Blacks fleeing the segregated
South, Chicago's Black population of ,
44,000 in 1910 increased to nearly 250,000
by 1930. By the end of World War II, wheil
Bronzeville was in its prime, it was team-
ing with Black businesses from haberdash-
eries, luncheonettes, churches, medical
practices, to funeral parlors, and social
clubs along 47th, 43rd, and 51st Streets,
Although Bronzeville is a shell of its for-
mer self today, redevelopment efforts are
underway to bring back the community's
luster,
Bronzeville's Beginnings
"A lot of Whites and Negroes don't know
about Bronzeville, They think the commu-
nity has always been here, but 'Bronzeville
started by accident," said Gaten, who has'
lived in the Bronzeville area most of his
life, Gaten came'to Chicago in 1905 when
he was five years old, Gaten, who turns
102 on February 28, was born in
Smithdale, MS.
Several Black businessmen conceptual-
ized Bronzeville on a park bench in
Washington Park, recalled Gaten, He said
Blacks wanted to have their own business-
es and control their own economic prosper-
ity since Whites did not allow Blacks to
own busineSSes,
"Whites did not allow "legroes to go to
the show," Gaten said,"We weren't
allowed to go to the theater like The
Metropolitan on 47th Street. They closed
all the shows such as the Indiana and the
Virginia,on 43rd Street. They didn't want
any Negroes in there, This is where it start-
ed,"
Creating a Black economic base
was unprecedented during those
times, Gaten noted, "People
thought you were crazy when you
started asking for your own, Even
successful Negroes said you were rocking
the boat."
But Bronzeville was the brainchild of
several men, including the Beasley broth-
ers, Jesse Binga of Binga Bank, and
Anthony Overton, of Overton Hygienic
Company, among others, Gaten added, One
of the Beasley brothers operated several
barbershops, and the other owned a pedi-
atric practice,
Gaten theorized that Bronzeville took its
name from a beauty product sold by
Overton's Hygienic Company, called High
Bronze Face Powder.
"The High Bronze Face p'owder made
White people look bronze and real light
Black women look bronze too," he said.
. "T~Jat is how the name came about."
However" Gaten noted that Bronzeville
19th and State, where he took ajob deliv-
ering ice in· a horse and buggy along Grand
Boulevard. Many in the meat-packing
industry moguls, such as Armour, owned
homes on Grand Boule~ard.
But the race riots of 1919 slowly began
to change the racial lines of Grand'
Boulevard. Riots erupted for three days
after a Black boy swam into a Whites-only
'section at the 31st Street beach. Gaten said
the boy drowned after several Whites
threw rocks at him.
After the riot, Blacks began moving far-
ther south near 35th Street, but that was
met with retaliation also, He said Whites
bombed several churches and homes
owned by Blacks, In 1924, Whites bombed
Bethel AME Church, which was located at
42nd and King Drive. Whites also bombed
Binga's home when he moved to 3712 S.
Grand Boulevard. Binga moved into anoth-
er home at 59th Street and South Park
(King Drive), which Whites also bombed.
When Blacks started organizing,
Bronzeville came into its own, Gaten said.
A. Philip Randolph's efforts to unionize
the Pullman Porters spurred Blacks to
become more politically active,
Even before the civil rigbtsmovement,
Gaten organized several protests to get
Blacks constnlctiOlf jobs when Ida B. Wells
homes and the Regal Theater were built
Gaten also marched to integrate the all-
White streetcar drivers,
"You have to fight in order to get any-
thing .. You got to fight. You still got to
fight because (Blacks) ain't nowhere yet,"
said Gaten, whose father was one of 14
children born into slavery.
Bronzeville's Demise
In the '70s, Bronzeville began to lose its
luster. The decline came with the closure of
factories, mills, railroad yards and the
Chicago Stockyards, which closed in 1971.
"There were quite a few Blacks working
at the stockyards. When it closed, it carried
Negroes' jobs with it," Gaten said.
Successful Blacks who reaped the bene-
fits of desegregation saw a better life'in the
suburbs, even though they were no more
M - f-' B -II ~:~~~e~ee~::~~ ~t::~~~r
eITlOrleS0, ronzeVl e h~:S~:~~:~~:d~::~:e:rime
real estate for the city to develop
Lake Meadows, the Illinois Institute of
Technology, and the Robert Taylor Homes,
which was built "to keep Negroes out of,
Bridgeport," Gaten added.
.Although recent developments include
new homes, shopping centers, and a theater
and blues district, Gaten said the new
Bronzeville is not being developed for
Blacks. He said developers made
Bronzeville a cliche to attract Whites back
into the city. He said many of the develop-
ments are priced to exclude Blacks from
the area.
"When (Whites) come back, there will be
nothing left of Bronzeville ,.. They won't
call it Bronzeville, and the few Negroes
here still, won't know anything about
Bronzeville," Gaten said.
likely got its name from the color of suc-
cessful Black business owners living in the
community.
Mom-and-pop shops drove Bronzeville,
Gaten said. "A lot of Negroes went into
small businesses, We could not do as much
as the White folks, but we did not have to
go to them .. , they were coming to us."
Bronzeville was known for its tailor
shops, such as Star and Monarch tailors,
restaurants, and nightlife, where entertain-
ers such as Duke Ellington and Fats Waller
perfonned at the Regal Theater or at Club
DeLisa, On ~5th and State.
Gaten said the Delisa Brothers who were
Italian immigrants, opened the club, but
Whites firebombed it because they were
successful. "There was prejudice among
other ethnic groups too," Gaten said. "But
they used the insurance money to build a
new club on the east side of the street at
5501 S. State. I believe Colonel Sanders
has a chicken shack there."
Grand Boulevard Integrated
'By the end of World War II, Bronzeville
was a thriving community, but its birth
began slowly, Gaten said.
A color line separated migrating southem
Blacks who came to the north for jobs.
They settled in an area called the "Black
Belt," which ran from 31st to 55th Streets
on Federal, Dearborn, and State. Blacks
took jobs that European immigrants did not
want in the stockyards, mills, factories, and
railroad yards.
When Gaten arrived in Chicago, Grand
Boulevard (now known as King Drive),
was White. Gaten and his family li'{ed on