Category Archives: History

UC San Diego is known for nerdy pursuits such as combing the cosmos for quarks and quasars and creating driverless vehicles that deliver the mail.

Its not known for fielding rough-and-tumble football teams. But the moment has come to acknowledge a fact that has largely been lost to history.

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For one year and one year only UCSD had a football team.

The year was 1968, and the team brought a bit of school spirit to a new campus that was reeling from the social upheaval caused by the Vietnam War, the civil rights movement and free speech campaigns.

The team lost all seven of its games, including one in which it fumbled the ball in the opposing teams end zone. But the program had heart. And UCSD nearly beat equally nerdy Caltech in a nail-biter that left some players in tears.

All of this is captured in Undefeated Since 1968, a funny, poignant and slyly-named new documentary that tells the teams story in the context of a politically charged period that came to be known as the year that shattered America.

Praveen Nair, who was sports editor of the campus newspaper The Guardian last year, produced the 71-minute program on his laptop, filling it with sharp social commentary, odd but relevant trivia, and gently snarky asides.

Nair, who is now a 21-year-old graduate student majoring in computer science, had never heard of the football team until last spring, when a friend sent him a two-paragraph citation about the players on Wikipedia. And he had never created a long-form video.

But he was soon scrolling through digital copies of one of UCSDs earliest and most revered newspapers, the Triton Times, which roared to life in 1967, when campus activism was kicking into gear in then-conservative La Jolla.

I realized that the football team was the least important thing that happened in 1968 as I clicked through the news pages to get to sports, said Nair, who narrates the no-budget documentary in a wry, breezy voice. It was a singular moment not only in campus history, but in the history of the country.

In 1968, UCSD students protested a ruling against a UC Berkeley course taught by Black Panther leader Eldridge Cleaver.

(U-T file photo)

The Free Speech Movement that arose at UC Berkeley was especially active at UCSD. So was opposition to the war. The critics included famed philosophy professor Herbert Mercuse, a radical Marxist whose words enraged many people.

This played out during a year punctuated by horrifying events.

In April 1968, civil rights leader Martin Luther King Jr. was assassinated in Memphis, Tenn. Two months later, Sen. Robert F. Kennedy was assassinated in Los Angeles. Then, in August, violent protests erupted outside the Democratic National Convention in Chicago.

Nair realized he couldnt ignore this. His solution was to use newspaper clippings, photos, historic videos and music to weave together the story of the team and the campus unrest.

The material ranged from video of then-California Gov. Ronald Reagan insulting anti-war protestors on a visit to UCSD to a story in the Triton Times that talked about whether cheerleaders would wear suede miniskirts. He was unable to find any photos of the entire team, or clear images of the team at play.

As for the documentarys title Undefeated Since 1968" Nair used it because its catchy and, he said, because its technically true that UCSD hasnt lost a game since 1968. He didnt expect that the documentary would be seen beyond UCSD. But it got noticed and is now gaining viewers on YouTube.

UCSD was chiefly founded by oceanographer Roger Revelle, who wanted the campus to rapidly evolve into one of the nations foremost science and engineering schools. He detested the idea of big-time sports being part of the mix. As Nair notes with joy, Revelle went so far as to say that if UCSD ever started a football team, he hoped that it would lose every game it played.

To get the campus off to a fast start, Revelle helped recruit such legendary figures as Harold Urey, a Nobel laureate who helped develop the atom bomb, and physicist Herbert York, who also worked on the bomb.

UCSDs first students werent left to wonder about the schools goals.

I went there in the 1960s and remember when we were called out on to Revelle Plaza by the provost, said Tom Baker of Pacific Beach, who helped edit the Times.

UCSD founder Roger Revelle opposed big-time sports at the university.

(Jerry McClard / The San Diego Union-Tribune)

We were told, Look at the person to your right, to your left, in front of you, and behind you. By the end of the first quarter, about 25 percent of them will be gone (because they couldnt do the work).

We went to a dance that night, he added, and I remember people being very nervous.

Well, maybe not everyone.

In late 1967, students began circulating a petition that called for the school to create a football team. Before long, they had gathered more than 1,000 signatures, and to everyones surprise UCSD granted their wish.

By early 1968, they had a coach, Walt Hackett, who was well-known locally. He grew up in Ramona and was defensive line coach for the San Diego Chargers from 1962 to 1966.

Hackett was a no-nonsense guy who stressed that education came first and that no practice would last more than two hours. But he did have his 31 players train at one of the most intimidating spots imaginable: Marine Corps Recruit Depot in San Diego.

A promising vibe had developed by the time the team teed-up the ball for its opening game against La Verne College in late September. Joy came quickly; UCSD took a 6-0 lead. Then La Verne scored 41 unanswered points, and it was over.

Elsewhere on campus, the vibe was far different. Eldridge Cleaver, minister of information for the Black Panthers, showed up in the schools gym and led students in a profane chant against Reagan due to his remarks on free speech and academic rights. Cleavers fame was soaring with the release of his memoir, Soul on Ice.

California Gov.-elect Ronald Reagan talks to reporters about possibly running for president in 1968.

(Bettmann Archive)

UCSD lost its next three games. But there was a glimmer of hope as the team prepared to play Caltech in Pasadena on Nov. 9.

Caltech was on a 33-game losing streak, making it the butt of endless jokes.

As far as I can tell, none of the players in this game have ever won a football game, Nair says in the documentary. But today, one of them is about to. They have to, right?

For a while, even that seemed in doubt. It was a slugfest, with the teams trading scores. Some wondered if the contest would end in a tie. It didnt. Caltech slammed home the winning points. A triumphant headline followed in the school newspaper: CALTECH BEAVERS BEAT UCSD 34-31.

I was really embarrassed by that, Baker said. They were even nerdier than we were and had lost all those games. But they beat us.

UCSD lost its final two games. Few noticed. Attention was further shifting to the political wars, and things grew tense in late November when Reagan showed up in La Jolla for a UC Board of Regents meeting being held on campus. He was met by hundreds of students standing in silent protest to Reagans push to shift certain academic powers from the faculty to the Regents.

It would be fine if they really understood what was going on, Reagan told a TV reporter as he sized up the protestors, but they dont.

The nations political problems worsened, and the following year UCSD quietly dropped football, a move largely ignored by students.

Football became a footnote in history, said Nair.

So did a lot of the anti-war and free speech demonstrations that occurred at UCSD in the 60s and 70s, including a moment of true horror in 1971, when student George Winne Jr. set himself on fire to protest the Vietnam War and died.

Thats not OK with Nair.

As a university we dont know our history..., he says in the documentary. Ultimately, this place seems to just be zooming into the future so fast it takes little to no care in being custodian to its past.

If students arrive on this campus and learn nothing about its history, can they ever really learn to call it home?

He gets a thumbs up on that point from Renney Senn of Eagle Crest, Ore., who founded and edited the Triton Times.

How do you know what you are today if you dont know where youve been? Renn asked.

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The untold history of UC San Diego's terrible, weird and glorious single season of football - The San Diego Union-Tribune

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Ive previously written about extremists in the Idaho Legislature who want to ban certain books and academic theories from our schools.

Their claims are generally false or, at best, over-hyped. Critical race theory is one of their favorite whipping boys. Lets talk about that, because some legislators want to ban both the classroom discussion of the issue and books they claim to contain it.

I recently spoke to a gathering in Twin Falls about critical race theory what it is and what it is not.

I told the group it is a graduate school study that explores how our countrys racial history is manifested in our current laws and social practices. Nobody has been able to show that it exists in our public schools but some of our legislators have done everything possible to gain political points by falsely claiming it does.

The day after my talk, an opinion piece by Ron James, a member of the Twin Falls group that sponsored the event, appeared in the Idaho Capital Sun. Ron pointed out how the critical race theory hysteria has chilled academic freedom in Idaho, even though it is not being taught. He referenced false claims made on the floor of our House of Representatives last year in favor of an anti-critical race theory bill. One legislator argued that the acclaimed novel, To Kill a Mockingbird, was a prime example of critical race theory because students were encouraged to believe that there was an endless era of Black victimization.

As we know, the novel portrays a courageous lawyer standing up for a wrongly accused Black man in a segregation-era southern town. Frankly, the defendant was lucky to get a trial, because in that era many falsely-accused Black people often ended up simply getting lynched. We have since improved as a country, but vestiges of victimization still linger. Teaching or reading about those vestiges does not constitute critical race theory, it is plain historic and cultural fact.

Sometime in the late 1970s, a student at South Fremont High School in St. Anthony got his hands on a copy of To Kill a Mockingbird, which had apparently not been banned. The book inspired him to become a lawyer, just like Atticus Finch, the courageous lawyer in the novel. It changed the course of his life. That young reader, Greg Moeller, now sits on the Idaho Supreme Court.

It is important that the young people of this state and nation be exposed to a wide range of books, even though some may contain words or concepts that make some people uncomfortable. Restricting the historical or cultural view of our children limits their ambitions and horizons. This nation has a proud history and our kids should be taught about it in an honest manner. On the other hand, the country has engaged in some reprehensible conduct slavery, Jim Crow laws, rank discrimination against Asians, massacres of Native Americans. That history should also be honestly taught.

Our children need to be made aware of our faults as well as our virtues. Honesty in history is not for the purpose of making anyone feel personally guilty, but to recognize the wrongs that have been committed so as to prevent their repetition. Sugarcoating our past is self-deception that keeps us from taking corrective action.

Parents, not schools or libraries, have the primary role of teaching values to their children. Teachers and librarians can play a supportive role by making sure that materials exposed to children are age appropriate, but they should not be the gatekeepers, nor should they be made scapegoats for parental failure.

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What we risk by narrowly restricting our kids view of history and culture - Idaho Capital Sun

Dear members of our Stanford community,

I am writing to you today on an important matter a matter that concerns Stanford Universitys history, and one that we must face up to today.

Earlier this year, we created a task force to research allegations that in the 1950s Stanford limited the admission of Jewish students to the university. We also asked the task force to make recommendations on enhancing Jewish life on campus today.

The task force conducted an archivally based historical investigation and has completed its report, which I encourage you to read here. The report finds that actions to suppress the admission of Jewish students to Stanford did, in fact, occur in the 1950s, and that the university for years afterward denied that this occurred.

The report discusses a 1953 university memo, the existence of which was reported in a blog last year, that expressed concern by university administrators about the number of Jewish students being admitted to Stanford. The report then documents a sharp drop in enrollments of students from two Southern California high schools known to have substantial populations of Jewish students evidence that the university took action to suppress admission of Jewish students.

It is unclear how long this appalling antisemitic activity lasted or whether it extended to other schools or students. However, the report articulates how this effort to suppress Jewish enrollments had long-lasting effects and dissuaded some Jewish students from applying to Stanford in later years. And, the report shows that when questioned about its practices in later years, the university denied any anti-Jewish bias in admissions.

This ugly component of Stanfords history, confirmed by this new report, is saddening and deeply troubling. As a university, we must acknowledge it and confront it as a part of our history, as repellent as it is, and seek to do better.

On behalf of Stanford University I wish to apologize to the Jewish community, and to our entire university community, both for the actions documented in this report to suppress the admission of Jewish students in the 1950s and for the universitys denials of those actions in the period that followed. These actions were wrong. They were damaging. And they were unacknowledged for too long. Today, we must work to do better, not only to atone for the wrongs of the past, but to ensure the supportive and bias-free experience for members of our Jewish community that we seek for all members of our Stanford community.

The details of the task forces findings are summarized in this Stanford Report story and can be read in full in the task force report itself.

Many of you in our campus community and in our alumni community will be interested in learning more about the findings of the task force. To that end, we have organized a webinar that will be held tomorrow, Thursday, Oct. 13, at 12 noon Pacific time. Professor Ari Y. Kelman, the chair of the task force, will share the findings and answer your questions. Details are on this web page. I encourage you to participate.

In addition to its substantial archival investigation, the task force made a number of recommendations for enhancing Jewish life on campus today. We embrace these recommendations and welcome the task forces thoughtful guidance on them.

The university is accepting the recommendations of the task force, with one modification described below, and implementation work will now begin. In addition to the institutional apology contained in this letter, our implementation plans include:

Three final points: First, it would be natural to ask whether any of the historical anti-Jewish bias documented by the task force exists in our admission process today. We are confident it does not. We welcome, and we seek to support, a thriving Jewish community at Stanford as part of our diverse community of students and scholars from all backgrounds.

Second, this report is one part of our work to confront our institutional history. The renamings of some campus buildings and streets in recent years have been a part of this work. And, our initiatives under IDEAL addressing the needs and concerns of many other campus constituencies also have been a part of this work. This is a multi-faceted and ongoing effort.

Finally, I extend my great appreciation for the work of the task force that produced this report, as well as the university archivists who provided critical support for it. We asked the members of the task force to investigate this serious and sensitive matter through scholarly inquiry, with an unflinching commitment to examining the historical record as they found it. They have done so, and they have provided essential guidance for the universitys ongoing and necessary efforts to support the members of our Jewish community.

Sincerely,

Marc Tessier-Lavigne

Link:

The history of Jewish admissions and experience at Stanford - Stanford Report - Stanford University News

GLENS FALLS, N.Y. (NEWS10) A new exhibit at the Chapman Museum is set to reveal never-before-seen photos into the history of the city of Glens Falls. The exhibit will be named after what Glens Falls was built on: Groundwork, Labor in a Burgeoning Community.

The exhibit consists of a collection of historic photos by Seneca Ray Stoddard, a photographer who captured many images of the Adirondack Mountains between the late 19th and early 20th centuries. The collection will be on display starting Saturday, Oct. 15, at the newly renovated Carriage House Gallery.

Early settlers were eager to capitalize on the power generated by the mighty Hudson River and the regions substantial assets, said Chapman Museum Director Nicole Herwig. This area became one of the wealthiest in the state, but what went unseen were the lives of the hard-working people whose labor generated those riches.

Much of the early construction shown in the photographs centers around Abraham Wing, an early Glens Falls entrepreneur whose name lives on today at Abraham Wing Elementary School. Wings legacy includes many early sawmills that gave birth to local industry. The Hudson River gave workers a path to send logs south from the Adirondacks right into Glens Falls, where bits of that history still remain.

People were drawn to the area with the promise of a good life in exchange for hard work, Herwig said.

The exhibition runs through Jan. 15, 2023. It was funded with help from Humanities of New York, the National Endowment for the Humanities, the New York State Council on the Arts, the Waldo T. Ross & Ruth S. Ross Charitable Trust Foundation, and the Touba Family Foundation, as well as the city of Glens Falls and the town of Queensbury.

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Snapshots of history coming to Glens Falls - NEWS10 ABC

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Santa Cruz history teacher Eva Schewe knows her job is more important today than ever.

Teaching history hasnt been this fraught or under fire in decades, as political and partisan backlashes have seen 42 states pass or introduce bills to restrict how teachers teach history, according to Education Week. One major focus is the much-misunderstood critical race theory discipline and lessons involving gender.

In April, both Florida Gov. Ron DeSantis and Georgia Gov. Brian Kemp signed laws that limit and prohibit certain kinds of instruction. The Florida Stop WOKE act sets limits on how issues involving race may be taught and enables parents to sue teachers and school districts that violate it. Then-Florida education commissioner Richard Corcoran said the state should police teachers to make sure they are not indoctrinating students with a liberal agenda. New laws in New Hampshire and Oklahoma, meanwhile, allow those unhappy with a teacher to complain to the state.

Those cascading actions only make history teachers like Schewe more determined.

I have felt pressure to continue to teach history, and the way that I have been teaching it and continue to emphasize how important history education is, she said in her classroom at Georgiana Bruce Kirby Preparatory School. And how important it is that people in this country have a solid historical education.

Since becoming a full-time history teacher in 2019, Schewe has been teaching U.S. history to eighth graders at Kirby School, as well as history classes to 10th, 11th and 12th graders.

Founded in 1994, Kirby School, with 209 students enrolled in grades 6 through 12, is a private institution and Schewe says that gives her more flexibility in designing her curriculum.

She grew up in Santa Cruz, attending Scotts Valley Middle School and Santa Cruz High School.

A lot of public school teachers who have been targeted by a lot of this legislation are in jeopardy because there is a certain way that they have to teach certain material, she said. When those standards are changed at the state level, that can really impact their ability to teach certain elements of history or represent certain voices or touch on certain concepts.

Critics say critical race theory teaches that the country is fundamentally racist or sexist or that it describes concepts they disagree with generally, including white privilege. Many also have mistakenly seen any discussion of equity topics and ethnic studies as being the same as critical race theory.

Critical race theory, a legal concept, has been in the crosshairs of protestors and the new laws. Though it is taught in some higher education programs and not in K-12 public schools, it has become a shorthand for those attacking history teaching that speaks of historical racism.

While no bills have been introduced in the California legislature to restrict critical race theory, at least one school board banned teaching it in a Southern California district. In April, Orange Countys Placentia-Yorba Linda Unified School District voted to ban CRT.

Lookout asked Eva Schewe to take us into her classroom and to show us how she teaches history.

This interview has been edited for brevity and clarity.

Lookout: What do you hope students come away with from your class?

Schewe: I would love for my students to leave my classroom as citizens and residents of this country who want to lead with empathy, who want to listen, and to think critically about the world that they live in. I want them to be able to hold complicated concepts and be OK with the complication and want to dig into the complication about why its complicated. I want them to be OK with encountering difficult things. And instead of shying away from difficulty to embrace and investigate the difficulty, because that is life.

Lookout: Over the past few years, there have been many attempts to limit what teachers are teaching, especially in topics that touch on race and gender, and broad issues of equity. What have been your thoughts on this?

Eva Schewe: I would say that a lot of people have a misunderstanding of how history is studied and is taught. For a lot of people, they think of history as being set in stone and already decided. Theres a list of names and facts and dates that you memorize, and then after youve memorized them, you take a test on them. Then you either pass the test or you dont, and then you move on to the next thing. And thats history. History is something youre kind of told happened, not something you really explore. Thats actually not how history is studied on the professional level, or I think in the classroom level.

One of my favorite historians, Ed Ayers he teaches out of the University of Richmond says that history is a discussion. History is an ongoing discussion between different sources and different people and different perspectives and its happening all the time. One of the most exciting things about studying history is that you get to be put in the middle of that discussion. You get to examine new information, updated information, and different narratives of the same event, until you start to get a feel for what happened. That discussion is happening all the time. I feel like a lot of Americans havent been given that experience before. I think thats kind of where we hit these moments where people are trying to legislate how history should be taught. Its just a misunderstanding of the actual study of it.

Lookout: Have you felt pressure, directly or indirectly, to limit what you teach on topics of equity?

Schewe: I have felt pressure, but not in the way I think you are referencing. I have felt pressure to continue to teach history, and the way that I have been teaching it and continue to emphasize how important history education is, and how important it is that people in this country have a solid historical education. I dont want to overgeneralize, but I think for a lot of people, maybe the majority, their history education ends in high school. High school is the last time they will take a formal history course. And this backlash, the misunderstanding of history, the love of a simple narrative, just continues to be evidence to me that history education and the formal study of history is so important, and that funding for the humanities and history programs and extracurriculars is more important now than ever. So I feel a pressure to continue that and make sure that my students get that from me because it is so important in our current moment.

Lookout: How do you see your role as a history teacher and what do you hope students will take away from your class?

Schewe: My role as a history teacher is to provide my students with as much as possible, the actual words, or actual images of the people and places and things that we are studying. So my students can examine primary sources, they can read multiple perspectives and multiple viewpoints on things and come to a conclusion based on a preponderance of the evidence that theyve looked at.

Some of the skills that I hope my students get out of these lessons I talk a lot about empathy, and that history is a study of empathy in a lot of ways. Being able to place ourselves in a place and a time and try to understand how events whether it be battles or laws that were passed how events affected people is a really, really powerful skill, particularly in todays world, where it can be easier not to have empathy than it is to have empathy. History is a wonderful teacher for giving children that basic sense of empathy for their fellow human beings. I also hope that they emerge as critical thinkers, that they seek multiple perspectives, and they are able to hold multiple, harder concepts at once. And understand that history is complicated, and its complex, and its frustrating. Very often, you dont arrive at easy answers. It takes a lot of study and back and forth. But thats what makes it so fun.

Lookout: Why is it important for students to develop those skills for our countrys current climate?

Schewe: Theres a lot of talk currently in our moment about how divided a lot of us have become how divided our country is and how were leaning more into divide. I would love my students to grow into adults who lead with listening, who approach others with empathy, in hopes that they can start bridging some of that divide, while also serving their country as informed citizens able to take a look at the entire history of their country and able to make connections with present-day things. Being able to see different people in history and events in history as being relevant to their day-to-day lives. So many of us think of history as stuff that has already happened, that its irrelevant now, because it happened so long ago. I really push my students to consider that thats not really the case. History is always relevant all the time. Its also always happening. History is not something that happened and its over. Its a constant thing and my students have a role to play in it.

(Kevin Painchaud / Lookout Santa Cruz)

Lookout: Legislators are trying to limit critical race theory teaching. How do you define it?

Schewe: To my knowledge, and what I have read and know, is that critical race theory is a legal terminology that is taught in law school or upper graduate-level education, that focuses on the role that race and power play in the creation of laws and how laws have been applied. Throughout history, thats how I understand CRT. I dont know of any history teacher who teaches CRT in public schools K through 12 public schools.

Lookout: Why do you think so many communities across the country think CRT was being taught in K-12 classrooms?

Schewe: I think a lot of it ties back to the beginning of our conversation that there is a lot of misconception about what studying history is. I think plenty of people probably experienced the study of history as that first definition, just a set narrative of facts that you memorize and dates that you learn and people that you learn kind of surface-level details about. And then you are tested on it and you move on. And so when they encounter materials in their childs classroom that are from perspectives that they did not themselves encounter in school, there might be a reactionary instinct there just because its unfamiliar.

Lookout: How do you teach complex historical topics such as Reconstruction?

Schewe: Reconstruction is an incredibly important time period to teach. It is a time period that Im very passionate about teaching, mostly because Reconstruction historically has been either skipped over entirely or framed in ways that are dishonest. Reconstruction was a time period where post-Civil War, the federal government of the United States sent aid and troops into the South in order to maintain Black freedom. Once the United States won the war, and enslaved people were starting to leave and gain their freedom and move, the federal government and organizations like the Freedmens Bureau were responsible for helping enslaved folks seize their freedom and become full citizens of the United States, especially after the passing of the 14th and 15th Amendments.

It is a time where Black people have seats in government. We have Black representatives and senators and Congress, we have Black people elected into statehouses in states like Louisiana. We have Black people all over the South that are elected into positions of power, Black sheriffs, Black mayors, Black attorneys general, etc. It is, in many ways, a time of enormous hope for many Black Americans. However, Reconstruction ultimately fails. And it fails because of decisions, choices by people in power that allowed it to fail. And it is an enormous betrayal of Black Americans.

What ends Reconstruction is the deal by the federal government of Rutherford B. Hayes in order to take the presidency. He says that he will pull federal troops out of the south, thereby leaving the Black population of the South open to white violence, white backlash. And what follows after the ending of Reconstruction is the years and years and years of violence against Black Americans and those positions of power that Black Americans found themselves in being taken away from them either by election or by violent force. Thats something thats really important to understand that just because the Civil War was won by the United States, and that slavery was abolished under the Constitution does not mean that that ends the the conflict, or that that ends the story of of enslavement in the United States it doesnt.

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How one Santa Cruz teacher teaches U.S. history and how she sees her role as a history teacher today - Lookout Santa Cruz

Carlos Wilson and Pam W. Glaser will give an overview of 1,000 years of Cherokee history with an emphasis on the Trail of Tears and life among the tribes found in this area at an SDMHA history event on Saturday.

"Our speakers have many years experience working for local government, both City and County," organizers said. "Their efforts to preserve Native American history and establish local landmarks have been realized after participating in multiple projects, including work with the National Park Service. They will provide an overview of the museum's new Cherokee history exhibit and then will be available for questions." Talks start on the hour between 10 a.m. and noon.

SDMHA will also be at the Soddy-Daisy Fall Festival on Saturday. "Please look for our booth and come visit us," officials said. "This is sure to be a standout event for the local community and region."

For festival information, see http://www.keepsoddydaisybeautiful.org.

Beginning this fall, on the third Saturday of the month SDMHA will provide an in-depth look into life during the 1800s and 1900's through storytelling, lectures, tours and demonstrations. The Good Old Days Museum will be hosting "Saturday History Talks" so that guests can hear experts share local stories and folklore. Topics are centered on the Soddy, Daisy and Montlake area and historical events in this region. On Nov. 5 the annual Pioneer Day event will allow visitors a peak into frontier life along with multiple demonstrations and vendors on display at Poe's Tavern cabin.

"Located between the lake and mountains, the museum's home within the 1921 bank building in old Soddy is worth the trip on its own, but with these events, we hope to add a little more to the visitor's experience." SDMHA President Steve Smith said. "We feel there are plenty of reasons to come up and see us in Soddy-Daisy this fall."

The Good Old Days Museum is open Fridays and Saturdays from 9 a.m.-4 p.m. and is located at the corner of Depot Street and Wall Street at 11298 Wall St.

A donation of $5 for adults and $3 for kids is suggested (eight and under are free). SDMHA members are always welcome to visit the museum without a ticket or donation.

For membership or donation information, see http://www.soddydaisymuseum.com.

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SDMHA Announce Cherokee History Event Oct. 15 And Other Upcoming Programs - The Chattanoogan

On Wednesday, Oct. 12, American Legion National Historian Deborah A. Davis delivered a report to the National Executive Committee that included the winners of the 2021-2022American Legion History Contests, judged by members of the National Association of Department Historians of The American Legion (NADHAL). The winners, with their respective historians:

Department Narrative:Indiana (Stephen DeFeo), 1st PlaceNew Jersey (Gary Cooper), 2nd PlaceFlorida (Philip R. Crouthamel), 3rd Place

North Carolina (Bill Richard), ParticipantDepartment Yearbook:Missouri (Jerome L. Goolsby), 1st PlaceNew Jersey (Gary Cooper), 2nd PlaceNebraska (Jennifer Laux), 3rd Place

Wisconsin (DuWayne Wieck), ParticipantNorth Carolina (Bill Richard), ParticipantVirginia (Edward Thompson), ParticipantPost Narrative:Augustus Ruser Jr. Post 273 (Madeira Beach, Fla./Vincent Pupo Jr.), 1st PlacePony Express Post 359 (St. Joseph, Mo./Jerome L. Goolsby), 2nd PlaceHelen K. Osmundson Post 206 (Englewood, Colo./Deborah Davis), 3rd Place

Mechanicsville Post 175 (Mechanicsville, Va./Douglas Harry Snell), ParticipantKings Mountain Post 24 (Johnson City, Tenn./Allen Jackson, Bryan Lauzon, Michael Metzner, Susan Jackson), ParticipantFletcher-Pechacek Post 121 (River Falls, Wis./Jim Sherrill), ParticipantClinton Post 259 (Clinton, Md./Linda P. Poulson), Participant

Post Yearbook:Julius L. Shryer Post 430 (Durant, Iowa/Scott N. Wolf), 1st PlaceOro Valley Post 132 (Oro Valley, Ariz./Dan McGregor), 2nd PlaceSeverson-Cairns Post 501 (Madison, Wis./Morris Sadicario), 3rd Place

Ravalii Post 47 (Hamilton, Mont./Nancy A. Dezell), Honorable MentionWomen Veterans of SW Missouri Post 1214 (Springfield, Mo./Terri Friend, Shellie Jones), Honorable MentionDonaldson-Walker Post 108 (Cushing, Okla./Evelyn Ferchau), ParticipantMilton J. Brounshilde Post 205 (Kenmore, N.Y./Derek M. Sansone), ParticipantFrancis Scott Key Post 11 (Frederick, Md./Gerard F. LoSardo), ParticipantTemple Post 133 (Temple, Texas/Shirley A. Platt), ParticipantSomerset Post 38 (Somerset, Ky./John Appicelli), ParticipantCharles McGuirt Post 208 (Waxhaw, N.C./David Vacchi), ParticipantDale Mabry Post 139 (Tampa, Fla./Raymond J. Millaway), ParticipantTravis Moothhart Post 184 (Brownsville, Ore./Kneil A. Stucky, Allen Buzzard), ParticipantMechanicsville Post 175 (Mechanicsville, Va./Douglas Harry Snell), ParticipantCamden Post 102 (Camden, Tenn./Michael White, Sharon Beeghly, Cindi Anderson), Participant

Davis also updated the NEC on the NADHAL meeting held the previous day, which included discussion of moving to a digital format for entries in the next few years.

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History book contest winners announced | The American Legion - The American Legion

Not even Taylor Swift could rescue "Amsterdam" at the box office.

The David O. Russell film which in addition to the pop superstar also features Academy Award winners Christian Bale and Rami Malek as well as Margot Robbie and John David Washington is turning out to be a massive box office bomb after garnering poor reviews and drawing few moviegoers.

In fact, the latest movie from the "Silver Linings Playbook" director "ultimately stands to lose anywhere from $80 million to $100 million," according to The Hollywood Reporter.

The film had an $80 million production budget and cost $70-80 million to market, according to the report, but is on pace to earn just a fraction of that.

The poor performance of "Amsterdam" adds it to the long list of big-budget movies that have bombed spectacularly, though it isn't anywhere near the top just yet.

Many of the films that lost the most money were released over the past two years, with the pandemic suppressing attendance at movie theaters and making it more difficult for some expensive blockbusters to break even.

These are the biggest bombs in box office history, according to data from Statista.

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Christian Bale and Margo Robbie's 'Amsterdam' is on pace to lose $100 millionthese are the 10 biggest box office bombs in history - CNBC

Death, taxes, and Justin Tucker in the final minute of regulation and overtime. That's how much of a guarantee Tucker has been for the Baltimore Ravens with the game on the line.

Without question, Tucker has been the best kicker in the NFL since he entered the league 11 years ago. The most accurate kicker in NFL history, Tucker has been selected to an All-Pro Team in each of the last six years and has earned First Team All-Pro honors five times -- the most for a kicker in NFL history. Tucker is one of just four kickers to be selected to the Pro Bowl five times, trailing Morten Andersen by two for the all-time record. Keep in mind Tucker is just 32 years old and is in the prime of what surely will be a Hall of Fame career.

Tucker is the first kicker to be featured in "By The Numbers," as his game-winning 43-yard field goal in Sunday's win over the Cleveland Browns extended one of several impressive NFL records he has shattered over the past several years. Let's take a look at how Tucker rewrote the position since entering the league in 2012 and the NFL records he owns.

*Minimum 100 attempts

*Minimum 100 attempts

*Minimum 50 attempts

This is just a glimpse of how good Tucker has been since he entered the league. Here are some other marks Tucker has set in his storied career:

How does Tucker rank amongst kickers after his first 10 seasons? He tops all the major categories.

*Had to play 10 seasons

Not only has Tucker has the greatest start for a kicker in NFL history, he has established himself as the most clutch kicker the league has ever seen. Tucker has converted 61 straight fourth quarter or overtime field goal attempts and 75 consecutive second half-overtime field goal attempts without a miss -- the longest such streaks in NFL history.

Tucker is 26 of 27 (96.3%) on field goal attempts in the final two minutes of regulation, 17 of 17 on tries in the final minute of regulation, and 5 of 5 in overtime. He has seven career game-winning field goals with no time remaining in regulation -- the most in NFL history. Four of those kicks occurred while hsi team was trailing -- also the most in NFL history.

Last but not least, Tucker has the longest field goal in NFL history (66 yards).

Tucker is the most clutch kicker in NFL history and could retire today as arguably the best kicker ever. He still has to climb up the all-time record books to further establish his legacy, but Tucker is set to become just the fourth kicker to enter the Hall of Fame (assuming Adam Vinatieri gets in) whenever he decides to retire.

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Justin Tucker by the numbers: Ravens kicker is most clutch kicker in NFL history and on pace to be best ever - CBS Sports