TPS-MTSU; Newsletter September 2013

8/14/2019 TPS-MTSU; Newsletter September 2013

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Join TPS-MTSU at the Tennessee Council for History Education Conferenceon October 1 in Nashville. We will be presenting two new literacy-based activities.You can find more information about the conference at http://www.tnche.com/Conference.htm.

It is not too late to register for our upcoming workshop exploring the Civil War inChattanoogaon October 10th at the Chattanooga Convention Center! To register,email [email protected]. For more information on other events related to theTennessee Civil War Sesquicentennial Signature Event, click here.

TPS-MTSU has updated all of our lesson plans to reflect the new TN social studiesstandards. Click hereto browse.

NEWS

AWESOME SOURCE

OF THEMONTH:

Content created and featured in partnership with the TPS program doesnot indicate an endorsement by the Library of Congress.

VOLUME5 , ISSUE9NEWSLETTER: SEPTEMBER2013

TEACHINGWITHPRIMARYSOURCESMTSU

UPCOMINGEVENTS:

September 13(Knoxville) Using PrimarySources to Address CommonCore at the East TennesseeHistory Center from 9 a.m.to 3 p.m. EST. To registeremail [email protected].

September 14(Collierville) "The CivilWar Experience in WestTennessee" Workshop heldin partnership with MortonMuseum of Collierville atLucius E. and Elsie C. Burch,

Jr. Library in Colliervillefrom 10 a.m. to 4 p.m.Click herefor more infor-mation. To register,email [email protected] call (901) 457-2650.

September 26(Murfreesboro) Primary

Sources and Literacy-BasedActivities at the HeritageCenter from 4 p.m. to 6p.m. Open to middle andhigh school teachers. Toregister, email [email protected]

September 28(Nashville)Primary Sources, the Li-

brary of Congress, the Com-mon Core Language Arts,and YOU: The GeographyConnection" Workshop at

the Martin Professional De-velopment Center from 9a.m. to 1 p.m. Open tomembers of TN GeographicAllianceNashville chapter.

What do Sanborn maps, Crisco, and summercamps have in common? The answer is:

economics! In this issue you will see howmany different aspects of social, cultural,and political life all overlap with the study ofeconomics. Yes, economics is about supplyand demand and fiscal policy, but its alsoabout the creativity of advertisers, advancesin technology, and the buying habits of aver-age people.

In other words, economics is a truly multi-disciplinary subject that can reach acrossclassroom boundaries and make real-worldconnections for students. For instance, how

much do their families spend on food in agiven week? How does it compare to thischartfrom 1877? Or, what kind of productplacement do students see around theirschools?

WELCOME!

Teaching with Primary SourcesMiddle Tennessee State University, administered by theCenter for Historic Preservation, engages learners of all ages in using primary sources toexplore major issues and questions in many different disciplines.

Contact: Stacey Grahamor Kira Dukeat (615) 898-2947 or www.mtsu.edu/tps

Classical Revival style building built in 1925,14th and G St., NW, Washington, D.C.[2010]Why would a bank built in the 1920s have avault door that looks like this? How would

someone have opened a door like this? Howwould a bank robber have disabled such a door?For more images of this bank, click here.

THEME: ECONOMICS
http://www.tnche.com/Conference.htmhttp://www.tnche.com/Conference.htmhttp://www.tnche.com/Conference.htmmailto:%[email protected]:%[email protected]://www.tnvacation.com/civil-war/events/http://www.tnvacation.com/civil-war/events/http://161.45.205.120/tps/lessons_index.phphttp://161.45.205.120/tps/lessons_index.phpmailto:[email protected]:[email protected]:[email protected]://library.mtsu.edu/tps/CivilWarinWestTNWorkshopFlyer.pdfhttp://library.mtsu.edu/tps/CivilWarinWestTNWorkshopFlyer.pdfmailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]://memory.loc.gov/cgi-bin/query/r?ammem/awhbib:@field(NUMBER+@od1(ppmsca+02882))http://memory.loc.gov/cgi-bin/query/r?ammem/awhbib:@field(NUMBER+@od1(ppmsca+02882))http://memory.loc.gov/cgi-bin/query/r?ammem/awhbib:@field(NUMBER+@od1(ppmsca+02882))mailto:[email protected]:[email protected]:[email protected]:[email protected]://library.mtsu.edu/tpshttp://library.mtsu.edu/tpshttp://www.loc.gov/pictures/item/2010641549/http://www.loc.gov/pictures/item/2010641549/http://www.loc.gov/pictures/item/2010641549/http://www.loc.gov/pictures/related/?&pk=2010641549&st=gallery&sb=call_number#focushttp://www.loc.gov/pictures/related/?&pk=2010641549&st=gallery&sb=call_number#focushttp://lcweb2.loc.gov/service/pnp/highsm/09700/09736v.jpghttp://www.loc.gov/teachershttp://www.loc.gov/pictures/related/?&pk=2010641549&st=gallery&sb=call_number#focushttp://www.loc.gov/pictures/item/2010641549/http://www.loc.gov/pictures/item/2010641549/http://library.mtsu.edu/tpsmailto:[email protected]:[email protected]://memory.loc.gov/cgi-bin/query/r?ammem/awhbib:@field(NUMBER+@od1(ppmsca+02882))http://memory.loc.gov/cgi-bin/query/r?ammem/awhbib:@field(NUMBER+@od1(ppmsca+02882))mailto:[email protected]:[email protected]:[email protected]:[email protected]://library.mtsu.edu/tps/CivilWarinWestTNWorkshopFlyer.pdfmailto:[email protected]:[email protected]://161.45.205.120/tps/lessons_index.phphttp://www.tnvacation.com/civil-war/events/mailto:%[email protected]://www.tnche.com/Conference.htmhttp://www.tnche.com/Conference.htm


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Studying a town or citys geography reveals important aspects ofthat communitys economy. Sanborn Fire Insurance Mapsandbirds eye view mapsshow spatial patterns, infrastructure, andaccess to resources. When used together, these sources allow stu-

dents to explore the relationship between the various sectors of theeconomy, the importance of transportation, and a communitysconnection to the regional, state, or national economy.

In this lesson, students will compare Durham, North Carolina, andOcilla, Georgia, by using two kinds of maps (Durham: Sanbornandpanoramic;Ocilla: Sanbornand panoramic). Divide students intogroups of four or five and have them study each map. How is agri-culture reflected on town landscapes? What types of transportationappear on the maps (i.e. liveries, railroad, etc.)? How does trans-portation connect Durham and Ocilla to broader economies(general stores, hotels, post offices, etc.)? How does each townslayout and population reflect different commercial, industrial, andresidential districts? Have the groups create an imaginary town and draw a map and write an eco-nomic profile for it. Students should pay special attention to the regions economy, towns popula-tion, and relation to transportation routes.

This lesson idea can be adapted to meet state curriculum standards for Social Studies grades 3, 5, 6,7, and 8 and High School U. S. History Era 6: Industrial Development of the United States (1870-1900) (Standard 2: Economics and Standard 3: Geography).

LESSONIDEAECONOMYINTHE LANDSCAPE

LESSONIDEATHESTORYOFCRISCO

Upton Sinclairs The Jungle profoundly influenced the regulation of food production in this

country. The graphic depiction of how meat and meat-related products were produced had asignificant impact on how consumers viewed these products. The decline in the use of lard isa great example of how consumers changed their purchasing habits. Proctor and Gamble sawthis trend and the need for a new cooking product. The company created Crisco and quicklybegan marketing it as a way to make food more digestible. You can learn more about thisfrom NPRs story Who Killed Lard?

Begin by having students read and discuss the last paragraph of chapter 9 in The Jungle. Howmight this have affected the market for lard? Next have students read pages 6 and 7 ofTheWhys of Cooking. What stands out to them in this section? Why do you think Proctor andGamble included this information in a cookbook? Have students analyze the picture of theproduction area on page 6. How do the workers compare with the workers described inTheJungle? How might this image be considered a marketing tool? How would knowing how the

product was created be used to increase consumer consumption of the product?Next have students read pages 9and 10of The Story of Crisco. How does this add to our un-derstanding of the marketing of Crisco? How does this add to the argument that Crisco isbetter for you than lard?

After discussing each excerpt, ask students what surprises them most about these sources and their discussion. Why would Proc-tor and Gamble create cookbooks to market Crisco? What other strategies might they have employed to increase consumption ofCrisco? What other products can students think of that share a similar history?

The lesson can be adapted to meet curriculum standards for high school Economics (Supply and Demand; Market Structures) andmiddle and high school English/Language Arts Common Core (Reading Informational Texts; Speaking and Listening).

PAGE2NEWSLETTER : SEPTEMBER2013

Important Links:

The Panic of 1857(Today in History)

The Federal System(Today in History)

The Stock MarketCrash(AmericasLibrary)

The Economy: In OneVolume(blog entry)

The Branding ofAmerica(Presentation)

Prosperity and Thrift:

The Coolidge Era and the

Consumer Economy,1921-1929(CollectionConnection)

Revelations from theRussian Archive(Exhibition)

Graphing theAutomobile Boom(lesson idea, p. 2, top)

The story of Crisco[1914]

Sanborn Fire Insurance Mapfrom Ocilla, Irwin County,Georgia, sheet 1[Jan. 1912].See sheet 2 here.
http://www.loc.gov/collections/sanborn-maps/about-this-collection/http://www.loc.gov/collections/sanborn-maps/about-this-collection/http://loc.gov/teachers/classroommaterials/connections/panoramic-maps/http://loc.gov/teachers/classroommaterials/connections/panoramic-maps/http://www.loc.gov/resource/g3904dm.g06400007/#seq-1http://www.loc.gov/resource/g3904dm.g06400007/#seq-1http://www.loc.gov/resource/g3904d.pm006610/http://www.loc.gov/resource/g3904d.pm006610/http://www.loc.gov/resource/g3924om.01484001/#seq-1http://www.loc.gov/resource/g3924om.01484001/#seq-1http://www.loc.gov/resource/g3924o.pm001290/http://www.loc.gov/resource/g3924o.pm001290/http://www.npr.org/blogs/money/2012/02/03/146356117/who-killed-lardhttp://www.npr.org/blogs/money/2012/02/03/146356117/who-killed-lardhttp://ia600506.us.archive.org/14/items/thejungle00140gut/140-h/140-h.htm#2HCH0009http://ia600506.us.archive.org/14/items/thejungle00140gut/140-h/140-h.htm#2HCH0009http://library.duke.edu/rubenstein/scriptorium/eaa/cookbooks/CK0076/CK0076-05-72dpi.htmlhttp://library.duke.edu/rubenstein/scriptorium/eaa/cookbooks/CK0076/CK0076-05-72dpi.htmlhttp://library.duke.edu/rubenstein/scriptorium/eaa/cookbooks/CK0076/CK0076-05-72dpi.htmlhttp://archive.org/stream/storyofcrisco00neil#page/9/mode/2uphttp://archive.org/stream/storyofcrisco00neil#page/9/mode/2uphttp://archive.org/stream/storyofcrisco00neil#page/10/mode/2uphttp://archive.org/stream/storyofcrisco00neil#page/10/mode/2uphttp://lccn.loc.gov/14002316http://lccn.loc.gov/14002316http://memory.loc.gov/ammem/today/aug24.htmlhttp://memory.loc.gov/ammem/today/aug24.htmlhttp://memory.loc.gov/ammem/today/dec23.htmlhttp://memory.loc.gov/ammem/today/dec23.htmlhttp://www.americaslibrary.gov/jb/wwii/jb_wwii_stockmrkt_1.htmlhttp://www.americaslibrary.gov/jb/wwii/jb_wwii_stockmrkt_1.htmlhttp://www.americaslibrary.gov/jb/wwii/jb_wwii_stockmrkt_1.htmlhttp://blogs.loc.gov/inside_adams/2011/02/the-economy-in-one-volume/http://blogs.loc.gov/inside_adams/2011/02/the-economy-in-one-volume/http://blogs.loc.gov/inside_adams/2011/02/the-economy-in-one-volume/http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/branding/http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/branding/http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/branding/http://www.loc.gov/teachers/classroommaterials/connections/prosperity-thrift/index.htmlhttp://www.loc.gov/teachers/classroommaterials/connections/prosperity-thrift/index.htmlhttp://www.loc.gov/teachers/classroommaterials/connections/prosperity-thrift/index.htmlhttp://www.loc.gov/teachers/classroommaterials/connections/prosperity-thrift/index.htmlhttp://www.loc.gov/teachers/classroommaterials/connections/prosperity-thrift/index.htmlhttp://www.loc.gov/exhibits/archives/eare.htmlhttp://www.loc.gov/exhibits/archives/eare.htmlhttp://www.loc.gov/exhibits/archives/eare.htmlhttp://library.mtsu.edu/tps/newsletters/TPSNewsletterAugust2010.pdfhttp://library.mtsu.edu/tps/newsletters/TPSNewsletterAugust2010.pdfhttp://library.mtsu.edu/tps/newsletters/TPSNewsletterAugust2010.pdfhttp://lccn.loc.gov/14002316http://lccn.loc.gov/14002316http://www.loc.gov/item/sanborn01484_001http://www.loc.gov/item/sanborn01484_001http://www.loc.gov/item/sanborn01484_001http://www.loc.gov/item/sanborn01484_001http://www.loc.gov/resource/g3924om.01484001/#seq-2http://www.loc.gov/resource/g3924om.01484001/#seq-2http://www.loc.gov/resource/g3924om.01484001/#seq-2http://www.loc.gov/item/sanborn01484_001http://www.loc.gov/item/sanborn01484_001http://www.loc.gov/item/sanborn01484_001http://www.loc.gov/resource/g3924om.01484001/#seq-1http://lccn.loc.gov/14002316http://archive.org/stream/storyofcrisco00neil#page/n3/mode/2uphttp://library.mtsu.edu/tps/newsletters/TPSNewsletterAugust2010.pdfhttp://library.mtsu.edu/tps/newsletters/TPSNewsletterAugust2010.pdfhttp://www.loc.gov/exhibits/archives/eare.htmlhttp://www.loc.gov/exhibits/archives/eare.htmlhttp://www.loc.gov/teachers/classroommaterials/connections/prosperity-thrift/index.htmlhttp://www.loc.gov/teachers/classroommaterials/connections/prosperity-thrift/index.htmlhttp://www.loc.gov/teachers/classroommaterials/connections/prosperity-thrift/index.htmlhttp://www.loc.gov/teachers/classroommaterials/connections/prosperity-thrift/index.htmlhttp://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/branding/http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/branding/http://blogs.loc.gov/inside_adams/2011/02/the-economy-in-one-volume/http://blogs.loc.gov/inside_adams/2011/02/the-economy-in-one-volume/http://www.americaslibrary.gov/jb/wwii/jb_wwii_stockmrkt_1.htmlhttp://www.americaslibrary.gov/jb/wwii/jb_wwii_stockmrkt_1.htmlhttp://memory.loc.gov/ammem/today/dec23.htmlhttp://memory.loc.gov/ammem/today/aug24.htmlhttp://lccn.loc.gov/14002316http://archive.org/stream/storyofcrisco00neil#page/10/mode/2uphttp://archive.org/stream/storyofcrisco00neil#page/9/mode/2uphttp://library.duke.edu/rubenstein/scriptorium/eaa/cookbooks/CK0076/CK0076-05-72dpi.htmlhttp://library.duke.edu/rubenstein/scriptorium/eaa/cookbooks/CK0076/CK0076-05-72dpi.htmlhttp://ia600506.us.archive.org/14/items/thejungle00140gut/140-h/140-h.htm#2HCH0009http://www.npr.org/blogs/money/2012/02/03/146356117/who-killed-lardhttp://www.loc.gov/resource/g3924o.pm001290/http://www.loc.gov/resource/g3924om.01484001/#seq-1http://www.loc.gov/resource/g3904d.pm006610/http://www.loc.gov/resource/g3904dm.g06400007/#seq-1http://loc.gov/teachers/classroommaterials/connections/panoramic-maps/http://www.loc.gov/collections/sanborn-maps/about-this-collection/


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Did any of your students attend summer camp? If so, ask them where theywent to camp and what they did. If they went to overnight camp, theymay well have brought some spending money with them to use at thecamp store, or trading post. What kinds of items are for sale at camp

stores?

Back in 1920, when the Girl Scoutswas less than a decade old, the organi-zations national headquarters published a guide outlining how to establishand run summer camps for Girl Scouts. Campward Ho! A Manual for GirlsScout Campscontained detailed information about all aspects of Girl Scoutcamp. The chapter about Records and Accounts included a sample dailyand monthly account for a camp store, or canteen.

Print copies of The Camp Canteenpage for all of your students. Firstask them what four items were for sale at the canteen, according to themonthly wholesale account, which lists the items that the canteen directorstocked for the store. Then ask your students which two items were listed

in the daily account. How much did an apple cost? What about a choco-late bar? Which item sold better during the week of July 6-11? Which item brought in more money during that week? Underthe Notes section, how did the canteen director describe the chocolate bars? Do you think she would buy that kind again?Finally, although computerized today, similar accounts of what is bought and sold are always kept by stores big and small.Why?

This lesson idea can be adapted to meet state curriculum standards for grades 3-5 Social Studies (Economics) and CommonCore State Standards for grades 3-5 English/Language Arts (Reading: Informational Text).

LESSONIDEATHESUMMERCAMPSTORE

PAGE3NEWSLETTER : SEPTEMBER2013

FEATUREDFEATURETRANSITIONTOACONSUMERSOCIETY

The 1920s were called the Roaring 20s for

a number of reasons, not the least of whichwas the notable growth in consumer spend-ing. The explosion of consumer goodscranked out by the manufacturing sectorprovided cars, home appliances, new fash-ions, and other household goods on an un-precedented scale. Advances in technologychanged how goods were made, marketed,and sold. New businesses and organizationswere created to help boost entrepreneurshipand consumerism, as well as to advocate forconsumer safety and frugality.

This economic, social, and political climate comes to life through theProsperity and Thrift: The Coolidge Era and the Consumer Econ-omy, 1921-1929collection. Explore photographs, letters, trade publications, magazines, advertisements, films, and morelike Feminine Instincts and Buying Psychology,the theater commercial Buy an Electric Refrigerator,this early automobileservice station,Growth of Motor Demand,or Ten Financial Commandments. Teachers and older students can learn aboutthe Coolidge Era through a compact online presentation, Introduction to Prosperity and Thrift,which has sections such asMerchandising and Advertising, African Americans and Consumerism, and Poverty in the 1920s. The collection also con-tains a Guide to People, Organizations, and Topics in Prosperity and Thrift,a glossary with brief readable entries that supportscontent knowledge and primary source understanding. And dont forget the wealth of resources for teachers, covering topicsfrom labor to presidential image to the Playground Movement, in the Collection Connectionsfor this collection.

Campward ho! A manual for Girl scout camps, designedto cover the need of those undertaking to organize anddirect large, self-supporting camps for girls.[c1920].[Detail].Courtesy of Harvard University Library.
http://lcweb2.loc.gov/ammem/today/aug21.htmlhttp://lcweb2.loc.gov/ammem/today/aug21.htmlhttp://lccn.loc.gov/21002917http://lccn.loc.gov/21002917http://lccn.loc.gov/21002917http://library.mtsu.edu/tps/newsletters/Sample_Canteen_Account.pdfhttp://library.mtsu.edu/tps/newsletters/Sample_Canteen_Account.pdfhttp://memory.loc.gov/ammem/coolhtml/coolhome.htmlhttp://memory.loc.gov/ammem/coolhtml/coolhome.htmlhttp://memory.loc.gov/ammem/coolhtml/coolhome.htmlhttp://memory.loc.gov/cgi-bin/ampage?collId=amrlg&fileName=lg01page.db&recNum=57http://memory.loc.gov/cgi-bin/ampage?collId=amrlg&fileName=lg01page.db&recNum=57http://memory.loc.gov/cgi-bin/query/r?ammem/coolbib:@field(NUMBER+@band(amrlv+4007))http://memory.loc.gov/cgi-bin/query/r?ammem/coolbib:@field(NUMBER+@band(amrlv+4007))http://memory.loc.gov/cgi-bin/query/r?ammem/coolbib:@field(NUMBER+@band(cph+3c11332))http://memory.loc.gov/cgi-bin/query/r?ammem/coolbib:@field(NUMBER+@band(cph+3c11332))http://memory.loc.gov/cgi-bin/query/r?ammem/coolbib:@field(NUMBER+@band(cph+3c11332))http://memory.loc.gov/cgi-bin/ampage?collId=amrlg&fileName=lg45page.db&recNum=4http://memory.loc.gov/cgi-bin/ampage?collId=amrlg&fileName=lg45page.db&recNum=4http://memory.loc.gov/cgi-bin/ampage?collId=amrlm&fileName=mk06page.db&recNum=0http://memory.loc.gov/cgi-bin/ampage?collId=amrlm&fileName=mk06page.db&recNum=0http://memory.loc.gov/ammem/coolhtml/ccpres00.htmlhttp://memory.loc.gov/ammem/coolhtml/ccpres00.htmlhttp://memory.loc.gov/ammem/coolhtml/ccpres00.htmlhttp://memory.loc.gov/ammem/coolhtml/coolenin.htmlhttp://memory.loc.gov/ammem/coolhtml/coolenin.htmlhttp://memory.loc.gov/ammem/coolhtml/coolenin.htmlhttp://memory.loc.gov/ammem/coolhtml/coolenin.htmlhttp://www.loc.gov/teachers/classroommaterials/connections/prosperity-thrift/index.htmlhttp://www.loc.gov/teachers/classroommaterials/connections/prosperity-thrift/index.htmlhttp://lccn.loc.gov/21002917http://lccn.loc.gov/21002917http://lccn.loc.gov/21002917http://lccn.loc.gov/21002917http://memory.loc.gov/ammem/coolhtml/coolhome.htmlhttp://lccn.loc.gov/21002917http://lccn.loc.gov/21002917http://lccn.loc.gov/21002917http://pds.lib.harvard.edu/pds/view/2574364?n=55&s=4&printThumbnails=nohttp://www.loc.gov/teachers/classroommaterials/connections/prosperity-thrift/index.htmlhttp://memory.loc.gov/ammem/coolhtml/coolenin.htmlhttp://memory.loc.gov/ammem/coolhtml/ccpres00.htmlhttp://memory.loc.gov/cgi-bin/ampage?collId=amrlm&fileName=mk06page.db&recNum=0http://memory.loc.gov/cgi-bin/ampage?collId=amrlg&fileName=lg45page.db&recNum=4http://memory.loc.gov/cgi-bin/query/r?ammem/coolbib:@field(NUMBER+@band(cph+3c11332))http://memory.loc.gov/cgi-bin/query/r?ammem/coolbib:@field(NUMBER+@band(cph+3c11332))http://memory.loc.gov/cgi-bin/query/r?ammem/coolbib:@field(NUMBER+@band(amrlv+4007))http://memory.loc.gov/cgi-bin/ampage?collId=amrlg&fileName=lg01page.db&recNum=57http://memory.loc.gov/ammem/coolhtml/coolhome.htmlhttp://memory.loc.gov/ammem/coolhtml/coolhome.htmlhttp://library.mtsu.edu/tps/newsletters/Sample_Canteen_Account.pdfhttp://lccn.loc.gov/21002917http://lccn.loc.gov/21002917http://lcweb2.loc.gov/ammem/today/aug21.html


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BANKNOTES

The Author of The Wealth of nations[1790]Adam Smiths The Wealth of Nationswas first published in1776 and several additional editions were later publishedduring his lifetime. How does this work inform our under-standing of modern-day economic systems? What does thiswork tell us about labor, wages, and productivity? Do youthink his theories still apply today?

WEALTHOFNATIONS

[The Waltham Bank one hundred dollar private bank noteproof][1862]

Before 1860, American banks printed their own currencies,

resulting in 8,000 different kinds of money. As bank notestraveled throughout the country, their values altered. Becausethere was no standard currency, commercial transactions weredifficult. What do the images and typography tell you aboutthe city and state the bill was printed in? What does the icono-graphy (pictures and symbols) say about the regions economy?

Learn more from the NPR story The Birth of the Dollar Bill.

MAXWELLHOUSECOFFEEPLANTS

The Story of Coffee and How to Make It[1925, detail] Courte-sy of the Rare Book, Manuscript, and Special Collections Library,Duke University.

This map shows the six plants that produced Maxwell Housecoffee in 1925. What parts of the country did not have a Max-well House plant? Which plants do you think supplied thoseregions? Did you know that Maxwell House coffee originatedin Nashvillein 1892?

NEWSLETTER : SEPTEMBER2013

GILDEDAGEBOOM& BUST

The "long and "short" of it is a general "bust" up in the"street" / Th. Nast.[1873, detail]

After the Civil War, the U.S. experienced expansion in rail-roads, banking, and other corporations. A collapse in therailroad sector and the depressing of silver coinage led inpart to the Panic of 1873, which caused a lengthy depres-sion. In the cartoon, what exactly is being busted? Whydoes the clocktower say, Moral: I told you so?
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TPS-MTSU; Newsletter September 2013

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Transcript of TPS-MTSU; Newsletter September 2013