An illustrated election ticket for Luke Tiernan and George R. Richardson, administration candidates for Baltimore delegates to the Maryland General Assembly in 1828. The ticket bears a woodcut emblem of a flexed arm holding a hammer, framed by a wreath of oak leaves. |Title appears as it is written on the item.|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1828-11.

A Democratic election ticket for the 1844 presidential campaign, issued sometime between May 29, when Polk received the Democratic nomination, and the November canvass. The ticket names the party's eight electors for the state of Maryland and is illustrated with the device of an American flag on a staff topped by a glowing liberty cap.|Title appears as it is written on the item.|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1844-15.

A guide which provides an overview of OER resources, links to OER repositories, and planning resources and examples created and used at Frederick Community College.

Under the Planning Resources and Examples tab, there are course cartridges for an Intro to OER course that introduces faculty to Open Educational Resources and planning resources for OER adoption. In the course, participants will be introduced to the meaning of Open, laws surrounding the distribution of educational content, and how to find openly licensed materials for use in a class. Participants will apply concepts to the creation of a mini module in their discipline.

Prints number 1828-5 through 1828-10 make up a series of election tickets for John Van Laer Mcm.ahon and George H. Steuart, Democratic candidates for Baltimore delegates to the Maryland General Assembly in 1828. Each ticket bears a woodcut emblem and a motto. 1828-5 has a bust portrait of Jackson within an oval surmounted by an eagle, and flanked by American flags and cannon. The tickets were probably produced in Baltimore.|Title appears as it is written on the item.|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1828-5.

Through the innovative use of a collection of tools, Maryland has begun identifying which of its roads and bridges are vulnerable to climate-related events.

A representation of an enormous illuminated transparency displayed on thefacade of the federal recruiting office for Negro troops on Chestnut Street in Philadelphia on November 1, 1864. The display celebrated the emancipationof slaves in Maryland through the state's new constitution, adopted onOctober 13 of the same year. At the top of the transparency is a bell draped with bunting and surmountedby an American flag. On each side of it is a lit oil lamp. Beneath the bell,in bold letters, are the words "God Save the Republic." Immediately below this is a large battle scene where black troops storm anenemy redoubt, with the commentary, "Never in field or tent scorn a blackregiment." Below the scene are quotations from George Washington, ThomasJefferson, and Patrick Henry, affirming the ideal of emancipation. Foursmaller scenes appear at right and left of a central panel (clockwise fromupper left): 1. "Before Fort Wagner, July 11th, 1863," where a dying black Unionstandard-bearer gives up the flag to another, saying, "Boys!! I never once letthe old flag touch the ground." 2. "Struggle for a Rebel battle flag at New Market Heights, Near Richmond,Sept. 29th, 1864.--Maj. Genl. Butler," in which a black soldier bayonets aConfederate, saying, "Sic semper tyrannis." 3. "In St. Mary's County, Maryland," showing a black woman pointing out aschoolhouse to two black children saying, "Tis education forms the CommonMind." A subtitle reads, "12,000 colored soldiers from Maryland now at thefront fighting for the Union." 4. A slave auction, with the note that thousands of women and children were sold to the far South annually under Maryland's old constitution. A quote attributed to Homer above the scene reads, "God fixed it certain that whatever day / Makes man a slave takes half his worth away." In the center of the transparency is an arch composed of blocks with thenames of various virtues, supported by two columns, the one on the rightlabeled "Faith." The keystone of the arch is Justice. Above it are AndrewJackson's famous words, "The Union must and shall be preserved." Various textsexemplifying Maryland's tradition of religious and personal freedom appearinside the arch. Below are portraits of Abraham Lincoln and an unidentified man.|Ringwalt & Brown Prs. 111 & 113 South 4th St. Phila.|Title appears as it is written on the item.|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1864-44.

Imagine having to make every piece of clothing you wear. What tools would you use? How long would it take to make them? Where would you even start? Join Jefferson Patterson Park and Museum’s Curator Betty Seifert as she demonstrates the process of weaving with a combination of looms you can make at home up to larger vintage ones. Use to support Maryland standards for Math for Grade 4 or Maryland Social Studies frameworks for Grades 5 and 6. For Grade 4 Mathematics, Geometry, 4.G.A.3 have students plan their own simple weaving pattern with two colors and 4-10 warp/weft threads (so it can be planned on a grid from 4x4 up to 10x10). Before beginning their weave, student demonstrate whether their design is symmetrical using prior experience; students can weave in the classroom using a simple loom or with warp threads taped or velcroed at each end as seen in the video. For Grade 5 Social Studies Framework, Content Topic "Urbanization, Industrialization, and Immigration" have students weave using a simple loom or with threads taped/velcroed as seen in the video; allow them to experiment but have all students attempt to weave cotton duck fabric by passing two weft thread through the warp threads. Tightly woven fabric like this was a major product of Baltimore mills after the Civil War. Have students research housing and working in these mills. For Grade 6 Content Topic "Scarcity and Economic Decision-making" have students weave in the classroom with a simple loom or threads taped/velcored as seen in the video. Have students experiment with how long of time is needed to create a large enough cloth that might be useful then postulate how the development of different looms affected the scarcity of fabric and cloth and decreasing skill needed for weaving could have affected trading economies. If you evaluate or use this resource, please respond to this short (4 question) survey here bit.ly/3IhrtYs

What's the Matter with Trash?Have you ever wondered what happens to trash once you throw it away?  You may know that it goes to a dumpster or that the trash collectors come and get it.  But, what happens then?  Some of the items you throw away will break down into smaller parts, some might get heated in fire, and others will get buried underground in landfills and might never break down at all!  Trash and the many ways humans “get rid” of it can cause a number of health issues for the community. You will explore the properties of materials we throw away and how you can make your community cleaner and healthier by learning to recycle, reuse, and reduce waste. You will then influence your community by convincing others to improve solid waste management.