1 Historical Information Reference Timeline for Middle School Art Contest: People of the Pines. People of Peace. Created and C
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H. Res. 1253 in the House of Representatives, U
H. Res. 1253 In the House of Representatives, U. S., December 10, 2020. Whereas Joseph Hayne Rainey was born enslaved on June 21, 1832, in Georgetown, South Carolina; Whereas South Carolina prohibited the education of Black Americans, and instead of a formal education, Joseph H. Rainey learned the barbering trade from his father, Ed- ward Rainey; Whereas Edward Rainey used profits from his work as a bar- ber to buy his and his family’s freedom in the early 1840’s; Whereas Joseph H. Rainey eventually moved with his family to Charleston, South Carolina; Whereas in 1859, Joseph H. Rainey married his wife, Susan, with whom he had three children, Joseph, Herbert, and Olive; Whereas in 1861, Joseph H. Rainey was conscripted by the Confederate Army and worked as a ship’s steward aboard a Confederate vessel which secretly carried goods to the Union Navy; Whereas during the Civil War, in 1862, Joseph H. Rainey and his wife and family escaped to Bermuda, a British colony that had abolished slavery in 1834, where he un- 2 dertook successful entrepreneurial endeavors with his wife; Whereas in 1866 Joseph Rainey and his family moved back to Charleston, South Carolina after the Civil War had ended; Whereas Joseph H. Rainey co-founded the state Republican Party and represented Georgetown, South Carolina on the Party’s central committee; Whereas Joseph H. Rainey participated in the South Caro- lina State constitutional convention in 1868; Whereas Joseph H. Rainey won election to the House of Rep- resentatives in 1870 and was the first African American to serve in the House of Representatives; Whereas Joseph H. -
H.Doc. 108-224 Black Americans in Congress 1870-2007
“The Negroes’ Temporary Farewell” JIM CROW AND THE EXCLUSION OF AFRICAN AMERICANS FROM CONGRESS, 1887–1929 On December 5, 1887, for the first time in almost two decades, Congress convened without an African-American Member. “All the men who stood up in awkward squads to be sworn in on Monday had white faces,” noted a correspondent for the Philadelphia Record of the Members who took the oath of office on the House Floor. “The negro is not only out of Congress, he is practically out of politics.”1 Though three black men served in the next Congress (51st, 1889–1891), the number of African Americans serving on Capitol Hill diminished significantly as the congressional focus on racial equality faded. Only five African Americans were elected to the House in the next decade: Henry Cheatham and George White of North Carolina, Thomas Miller and George Murray of South Carolina, and John M. Langston of Virginia. But despite their isolation, these men sought to represent the interests of all African Americans. Like their predecessors, they confronted violent and contested elections, difficulty procuring desirable committee assignments, and an inability to pass their legislative initiatives. Moreover, these black Members faced further impediments in the form of legalized segregation and disfranchisement, general disinterest in progressive racial legislation, and the increasing power of southern conservatives in Congress. John M. Langston took his seat in Congress after contesting the election results in his district. One of the first African Americans in the nation elected to public office, he was clerk of the Brownhelm (Ohio) Townshipn i 1855. -
Social Studies Chapter 4, Lesson 1 Study Guide Name______Date______
Social Studies Chapter 4, Lesson 1 Study Guide Name_______________ Date___________ Key terms: Write the definition of each key term for Lesson 1. 1. Explorer-a person who travels to unfamiliar places in order to learn about them 2. Northwest Passage- a water route through North America to Asia (does not exist) 3. Trading Post-a store in a sparsely settled area where local people can barter (trade) products for goods 4. Colony-a place ruled by another country 5. Manufactured Goods- things that are manmade such as metal axes and cooking pots, and weapons Directions: Use the method, Who? What did he/she do? When? Where? and So What? to give the importance of each of the following people. The first has been done for you! 6. Henry Hudson- (Who?) Henry Hudson was an explorer (What did he/she do?) who was searching for a Northwest Passage (When?) in 1609 (Where) when he came upon the Delaware Bay. (So What?) He reported his findings to the rulers of European countries which caused them to send explorers to claim the land for their own. 7. Cornelius Hendrickson- was a Dutch Explorer from the Netherlands who came to the Delaware Bay in 1616. The Dutch set up two trading posts to trade with the Native Americans for beaver furs 8. Peter Minuit- A Dutch man hired by Sweden. In 1636 he bought land from the Native Americans to set up a colony for the Swedish named New Sweden. It is located near where Wilmington, DE is today. Swedish colonists and soldiers build Fort Christina, showing other countries that Sweden had some military power in the New World 9. -
In Search of the Indiana Lenape
IN SEARCH OF THE INDIANA LENAPE: A PREDICTIVE SUMMARY OF THE ARCHAEOLOGICAL IMPACT OF THE LENAPE LIVING ALONG THE WHITE RIVER IN INDIANA FROM 1790 - 1821 A THESIS SUBMITTED TO THE GRADUATE SCHOOL IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS BY JESSICA L. YANN DR. RONALD HICKS, CHAIR BALL STATE UNIVERSITY MUNCIE, INDIANA DECEMBER 2009 Table of Contents Figures and Tables ........................................................................................................................ iii Chapter 1: Introduction ................................................................................................................ 1 Research Goals ............................................................................................................................ 1 Background .................................................................................................................................. 2 Chapter 2: Theory and Methods ................................................................................................. 6 Explaining Contact and Its Material Remains ............................................................................. 6 Predicting the Intensity of Change and its Effects on Identity................................................... 14 Change and the Lenape .............................................................................................................. 16 Methods .................................................................................................................................... -
Joseph Rainey 150Th Anniversary Exhibition Timeline
Joseph Rainey, between 1860 and 1875 Image courtesy of the Library of Congress Born into slavery in 1832, Joseph Rainey was the first African American to serve in the U.S. House of Representatives, the first African American to preside over the House, and the longest-serving African American during Reconstruction. When Rainey was a child in the 1840s, his father bought the family’s freedom, and they settled in Charleston, South Carolina. EXHIBITION TIMELINE During the Civil War, Rainey escaped to Bermuda, where he had a profitable barbershop. He dove into politics immediately when he returned to South Carolina in 1866. Rainey was sworn in as a Member of Congress on December 12, 1870, and represented his South Carolina district for eight years. He argued for federal protection from Ku Klux Klan violence and demanded legislation to ensure African Joseph Rainey, 2004 Americans’ civil rights. history.house.gov @USHouseHistory Collection of the U.S. House of Representatives Joseph Rainey: 150th Anniversary commemorates the South Carolina Member’s swearing-in on December 12, 1870, when he became the first African American to serve in the House of Representatives. The exhibition explores the impact of Rainey and the African-American Representatives who followed in his footsteps, overcoming barriers raised by the legacy of slavery and the rise of Jim Crow. It is located in the first floor House Connecting Corridor of the U.S. Capitol. 1964–1965 1865–1877 Congress passes the The Civil War’s end ushers in Civil Rights Act of 1964, Reconstruction, the federal guaranteeing equal access 1969 government’s 12-year effort to public accommodations to establish rights for African and schools, and barring Shirley Chisholm is sworn Americans and return employment discrimination. -
Introduction to Lenape-Dutch Indians
Teaching American History Grant: Learning Experience 2007-2008 Michelle Montoya – Highland Falls/Fort Montgomery Central School District Introduction to the Lenape-Delaware Indians/ 7th Grade Standards: • Standard 1: History of the United States and New York: Standard 1.3 – Study about the major social, political, economic, cultural and religious developments in New York State and United States history. Learning about individuals and groups who represent different ethnic, national, and religious groups, including Native Americans, in New York State and the United States at different times and different locations. • English Language Arts Standard 1 – Reading, Speaking and Writing for Information and Understanding • English Language Arts Standard 3 – Reading, Speaking and Writing for Critical Analysis and Evaluation. Overview of the Learning Experience: • This lesson will serve as an introduction to the Lenape Indians of New York and will follow a series of lessons on the major Native American tribes and regions of North America. It will be the first lesson in a review and expansion of students’ knowledge of the Native Americans of New York State, primarily focusing on the groups indigenous to the Hudson Valley. • Students will practice using Reciprocal Reading group skills to learn about the social, political, economic, cultural and religious aspects of ancient Lenape culture, as well as the effects of the Lenape interactions and struggles with the European settlers. Essential Questions: • How do the experiences of the Lenape tribe compare -
VH\LK Philadelphia County Pennsylvania
Eaffiilton"Hoffiaan House (Burnside) HABS Ho. PA-1053 ■North side-, of Cobbs Creek Parkway, "between Sixtieth and Sixty-First Streets Philadelphia S\~VH\LK Philadelphia County Pennsylvania PHOTOGRAPHS t WRITTEN HISTORICAL MD DESCRIPTIVE DATA Historic American Buildings Survey National Park Service Eastern Office, Division of Design and Construction 143 South Third Street Philadelphia 6, Pennsylvania HABS Ho. PA-1053 • ' - ■ ^^ HISTORIC AMERICAN BU3XDUJGS SURVEY PA . HAMILTON-HOFFMAN HOUSE (BURNSIDE) Street Address North side of Cobbs Creek Parkway, between or Location: Sixtieth and Sixty-First Streets, Philadelphia, Philadelphia County, Pennsylvania. Final Owners; Miss Elizabeth Hoffman, 1106 Touraine Apartments, 1520 Spruce Street, Philadelphia, Pennsylvania, and her brother, J. Kenneth Hoffman. Final Occupant: Miss Elizabeth Hoffman until the house was demolished in i960. Final Use: Private residence. Brief Statement A fine example of an early nineteenth century of Significance: country seat, owned by locally prominent Gavin Hamilton. PART I. HISTORICAL INFORMATION A. Physical History: 1. Original and subsequent owners: Gavin Hamilton, Jr. and his father bought 112 acres in Blockley Township, Philadelphia, from James Eralen in 1791 (Philadelphia Deed Book D32, p. 182), the land later passing to the son exclusively. On Gavin Jr's death, in I831, it was sold at Sheriff's Sale to Samuel Woodward (Phila- delphia District Court Book F, p. 49). The following year it was sold to Jacob Hoffman (Philadelphia Deed Book AM 15, p. 205)- It has been in the Hoffman family since then, passing to Sellers Hoffman in 18^8, to Jacob Hoffman in I893, and to Elizabeth Hoffman and her brother J. Kenneth Hoffman, in 1955- 2. -
A Lenape Among the Quakers
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln University of Nebraska Press -- Sample Books and Chapters University of Nebraska Press 2014 A Lenape among the Quakers Dawn G. Marsh [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/unpresssamples Marsh, Dawn G., "A Lenape among the Quakers" (2014). University of Nebraska Press -- Sample Books and Chapters. 266. https://digitalcommons.unl.edu/unpresssamples/266 This Article is brought to you for free and open access by the University of Nebraska Press at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in University of Nebraska Press -- Sample Books and Chapters by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. A Lenape among the Quakers Buy the Book Buy the Book A Lenape among the Quakers The Life of Hannah Freeman dawn g. marsh University of Nebraska Press Lincoln & London Buy the Book © 2014 by the Board of Regents of the University of Nebraska Parts of this book have previously appeared in different form in “Hannah Freeman: Gendered Sovereignty in Penn’s Peaceable Kingdom,” in Gender and Sovereignty in Indigenous North America, 1400–1850, ed. Sandra Slater and Fay A. Yarborough (Columbia: University of South Carolina Press, 2011), 102–22. All rights reserved Manufactured in the United States of America Library of Congress Cataloging-in-Publication Data Marsh, Dawn G. A Lenape among the Quakers: the life of Hannah Freeman / Dawn G. Marsh. pages cm. Includes bibliographical references. isbn 978-0-8032-4840-3 (cloth: alk. paper)— isbn 978-0-8032-5419-0 (epub)— isbn 978-0-8032-5420-6 (mobi)— isbn 978-0-8032-5418-3 (pdf) 1. -
Fairmount Park System Natural Lands Restoration Master Plan
Fairmount Park System Natural Lands Restoration Master Plan V O L U M E I I Park-Specific Master Plans Woodland path. Cobbs Creek Park For more information about the Fairmount Park System Natural Lands Restoration Master Plan, please contact the offices of the Natural Lands Restoration and Environmental Education Program at 215.685.0274. © 1999, Fairmount Park Commission All rights reserved. T ABLE OF C ONTENTS P AGE 1. COBBS CREEK PARK MASTER PLAN ......................................... II-1 1.A. Tasks Associated With Restoration Planning ................................. II-3 1.A.1. Introduction ...................................................... II-3 1.A.2. Community Meetings ............................................... II-3 1.A.3. Community Mapping ............................................... II-4 1.B. Cobbs Creek Assessment and Restoration Planning ............................ II-4 1.B.1. Executive Summary ................................................ II-4 1.B.2. Introduction ....................................................... II-7 1.B.3. Existing Conditions Inventory and Assessment ........................... II-9 1.C. Application of Restoration Goals .......................................... II-22 1.C.1. Overview ........................................................ II-22 1.C.2. General Restoration Activities ....................................... II-22 1.C.3. Habitat-Specific Restoration Activities ................................ II-24 1.D. Recommended Restoration Activities ..................................... -
Modeling Service Learning for Future Leaders of Youth Organizations
Journal of Leadership Education Volume 3, Issue 3 - Winter 2004 Modeling Service Learning for Future Leaders of Youth Organizations Tracy S. Hoover, Associate Professor 343 Agricultural Administration Building Department of Agricultural and Extension Education The Pennsylvania State University University Park, PA 16802 [email protected] Nicole Webster, Assistant Professor 343 Agricultural Administration Building Department of Agricultural and Extension Education The Pennsylvania State University [email protected] Abstract This project provides instructors seeking to integrate Service Learning (SL) into collegiate level courses a model for future use and adoption. Approximately 60 students in a collegiate youth leadership course and two collegiate student organizations participated in a SL project at an environmental center in West Philadelphia. The majority of students who participated were enrolled in either the youth leadership development course or in a special topics course on SL. In both instances students were exposed to service learning from an historical and operational perspective and participated in guided reflection at the completion of the project. The SL project allowed the instructors to model a unique experiential learning strategy that could be adopted by future agricultural education instructors, 4-H youth development educators, collegiate or youth organizations. Introduction Service learning is more that conducting a community service project like picking up trash in a park or volunteering at a local food bank. Service learning involves connecting individuals with the community. It is more than just doing a one time project where you go in and provide a service for others. It is systematic process that takes place through a structured framework and involves the community in the planning, implementation, and evaluation. -
The Archaeology of 17Th-Century New Netherland Since1985: an Update Paul R
Northeast Historical Archaeology Volume 34 From the Netherlands to New Netherland: The Archaeology of the Dutch in the Old and New Article 6 Worlds 2005 The Archaeology of 17th-Century New Netherland Since1985: An Update Paul R. Huey Follow this and additional works at: http://orb.binghamton.edu/neha Part of the Archaeological Anthropology Commons Recommended Citation Huey, Paul R. (2005) "The Archaeology of 17th-Century New Netherland Since1985: An Update," Northeast Historical Archaeology: Vol. 34 34, Article 6. https://doi.org/10.22191/neha/vol34/iss1/6 Available at: http://orb.binghamton.edu/neha/vol34/iss1/6 This Article is brought to you for free and open access by The Open Repository @ Binghamton (The ORB). It has been accepted for inclusion in Northeast Historical Archaeology by an authorized editor of The Open Repository @ Binghamton (The ORB). For more information, please contact [email protected]. Northeast Historical Archaeology/Vol. 34,2005 95 The Archaeology of 17th-Century New Netherland Since 1985: An Update Paul R. Huey . In 1985, a number of goals and research questions were proposed in relation to the archaeology of' pre-1664 sites in the Dutch colony of New Netherland. Significant Dutch sites were subsequently ~xcavated in Albany, Kingston, and other places from 1986 through 1988, while a series of useful publications con tinued to be produced after 1988. Excavations at historic period Indian sites also continued after 1988 . Excavations in 17th-century sites from Maine to Maryland have revealed extensive trade contacts with New Netherland and the Dutch, while the Jamestown excavations have indicated the influence of the Dutch !n the early history of Virginia. -
Washington Irving's Use of Historical Sources in the Knickerbocker History of New York
WASHINGTON IRVING’S USE OF HISTORICAL SOURCES IN THE KNICKERBOCKER. HISTORY OF NEW YORK Thesis for the Degree of M. A. MICHIGAN STATE UNIVERSITY DONNA ROSE CASELLA KERN 1977 IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII IIIIIIIIIIIIIIIIIIIIIIIIIIIIII 3129301591 2649 WASHINGTON IRVING'S USE OF HISTORICAL SOURCES IN THE KNICKERBOCKER HISTORY OF NEW YORK By Donna Rose Casella Kern A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS Department of English 1977 TABLE OF CONTENTS INTRODUCTION . CHAPTER I A Survey of Criticism . CHAPTER II Inspiration and Initial Sources . 15 CHAPTER III Irving's Major Sources William Smith Jr. 22 CHAPTER IV Two Valuable Sources: Charlevoix and Hazard . 33 CHAPTER V Other Sources 0 o o o o o o o o o o o o o o o o 0 Al CONCLUSION 0 O C O O O O O O O O O O O 0 O O O O O 0 53 APPENDIX A Samuel Mitchell's A Pigture 9: New York and Washington Irving's The Knickerbocker Histgrx of New York 0 o o o o o o o o o o o o o c o o o o 0 56 APPENDIX B The Legend of St. Nicholas . 58 APPENDIX C The Controversial Dates . 61 APPENDIX D The B00k'S Topical Satire 0 o o o o o o o o o o 0 6A APPENDIX E Hell Gate 0 0.0 o o o o o o o o o o o o o o o o 0 66 APPENDIX F Some Minor Sources .