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John Mackelroy (b.ca. 1690) moved from Baltimore County, Maryland to Johnston County, North Carolina. Descendants lived in Maryland, North Carolina, Georgia, Tennessee, Alabama, Mississippi, Louisiana, Texas and elsewhere.
The definitive guide to the 5,000 most common surnames in the United States. With origins, variations, rankings, prominent bearers and published genealogies.
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With Genealogy as Found in Early Dutch Church Records, State and Government Documents, Together with Sketches of Colonial Times, Old Log Cabin Days, Indian Wars, Pioneer Hardships, Social Customs, Dress and Mode of Living of the Early Forefathers
Visitors to Yellowstone National Park are drawn to the spectacular scenery, unique thermal features, and the large numbers of wild animals easily observed in their natural habitat. The thoughtful visitor to the park cannot help but be captivated by the unparalleled breadth of scientific knowledge needed to understand the intricate interrelationships that make up the yellowstone landscape. Knowing Yellowstone explores how scientists discover what they know about America's first national park and the surrounding lands. The chapter authors are scientists who represent the best of their fields of study. The science they describe is leading the way to our understanding of complex ecosystems worldwide.
What kind of social studies knowledge can stimulate a critical and ethical dialog with the past and present? "Re-Membering" History in Student and Teacher Learning answers this question by explaining and illustrating a process of historical recovery that merges Afrocentric theory and principles of culturally informed curricular practice to reconnect multiple knowledge bases and experiences. In the case studies presented, K-12 practitioners, teacher educators, preservice teachers, and parents use this praxis to produce and then study the use of democratized student texts; they step outside of reproducing standard school experiences to engage in conscious inquiry about their shared present as a continuance of a shared past. This volume exemplifies not only why instructional materials—including most so-called multicultural materials—obstruct democratized knowledge, but also takes the next step to construct and then study how "re-membered" student texts can be used. Case study findings reveal improved student outcomes, enhanced relationships between teachers and families and teachers and students, and a closer connection for children and adults to their heritage.