Georgia's Beginnings
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Grosvenor Prints CATALOGUE for the ABA FAIR 2008
Grosvenor Prints 19 Shelton Street Covent Garden London WC2H 9JN Tel: 020 7836 1979 Fax: 020 7379 6695 E-mail: [email protected] www.grosvenorprints.com Dealers in Antique Prints & Books CATALOGUE FOR THE ABA FAIR 2008 Arts 1 – 5 Books & Ephemera 6 – 119 Decorative 120 – 155 Dogs 156 – 161 Historical, Social & Political 162 – 166 London 167 – 209 Modern Etchings 210 – 226 Natural History 227 – 233 Naval & Military 234 – 269 Portraits 270 – 448 Satire 449 – 602 Science, Trades & Industry 603 – 640 Sports & Pastimes 641 – 660 Foreign Topography 661 – 814 UK Topography 805 - 846 Registered in England No. 1305630 Registered Office: 2, Castle Business Village, Station Road, Hampton, Middlesex. TW12 2BX. Rainbrook Ltd. Directors: N.C. Talbot. T.D.M. Rayment. C.E. Ellis. E&OE VAT No. 217 6907 49 GROSVENOR PRINTS Catalogue of new stock released in conjunction with the ABA Fair 2008. In shop from noon 3rd June, 2008 and at Olympia opening 5th June. Established by Nigel Talbot in 1976, we have built up the United Kingdom’s largest stock of prints from the 17th to early 20th centuries. Well known for our topographical views, portraits, sporting and decorative subjects, we pride ourselves on being able to cater for almost every taste, no matter how obscure. We hope you enjoy this catalogue put together for this years’ Antiquarian Book Fair. Our largest ever catalogue contains over 800 items, many rare, interesting and unique images. We have also been lucky to purchase a very large stock of theatrical prints from the Estate of Alec Clunes, a well known actor, dealer and collector from the 1950’s and 60’s. -
Tomochichi's Trans-Atlantic Quest for Traditional Power in The
Tomochichi’s Trans-Atlantic Quest for Traditional Power in the Colonial Southeast. By: Steven Peach Peach, S. (2013) Creek Indian Globetrotter: Tomochichi’s Trans-Atlantic Quest for Traditional Power in the Colonial Southeast. Ethnohistory, 60(4), 605-635. DOI: DOI 10.1215/00141801- 23133849 Made available courtesy of The American Society for Ethnohistory and Duke University Press: http://ethnohistory.dukejournals.org/content/60/4/605.abstract ***Reprinted with permission. No further reproduction is authorized without written permission from Duke University Press. This version of the document is not the version of record. Figures and/or pictures may be missing from this format of the document. *** Abstract: This essay reinterprets the life of a famous Muscogee Creek leader and examines the relationship between chiefly power and foreign travel in American Indian studies and Atlantic world studies. In spring 1734, the Creek headman Tomochichi and British imperialist James Edward Oglethorpe traveled to London to ratify a treaty that established the British colony of Georgia in the neighborhood of the Creek Confederacy. During his five-month sojourn, Tomochichi forged alliances with the Georgia trustees and the British royal family that resulted in a unique trans- Atlantic network of patronage. Upon return home, he leveraged his ocean-going imperial connections to craft an authoritative chieftainship that dated to the seventeenth-century Mississippian era. Keywords: history | ethnohistory | muscogee creek | chieftains | native american studies | atlantic world studies | Tomochichi Article: At the turn of the twentieth century, anthropologist John Reed Swanton recorded the origins of the Hitchiti Creeks, who spoke the Hitchiti dialect of the Muscogean (mus-KO-gee-an) language family. -
Contents Georgia Standards of Excellence
Featured Historical Figure Teaching Guide Tomochichi (ca. 1644-1739) Tomochichi and Toahahwi, 1739. From Georgia Historical Society, Foltz Photography Studio Photographs, MS 1360. Description: This teacher guide was developed to accompany the Tomochichi Featured Historical Figure pages on the Georgia Historical Society Website (http://georgiahistory.com/education- outreach/online-exhibits/featured-historical-figures/tomochichi/). Contents Georgia Standards of Excellence .................................................................................................................... 2 Suggested Vocabulary Terms ......................................................................................................................... 3 Classroom Activity: Tomochichi and the Practice of Gift Giving .................................................................. 4 Writing Activity: Commemorating Tomochichi ............................................................................................ 5 Tomochichi Bibliography .............................................................................................................................. 6 1 Georgia Standards of Excellence Second Grade • SS2H1 Describe the lives and contributions of historical figures in Georgia history. • SS2H2 Describe the Georgia Creek and Cherokee cultures of the past in terms of tools, clothing, homes, ways of making a living, and accomplishments. • SS2G2 Describe the cultural and geographic systems associated with the historical figures in SS2H1 and Georgia’s -
1 Social Studies, Grade 2 Week 6 (September 21-25, 2020)
Social Studies, Grade 2 Week 6 (September 21-25, 2020) Friday Step 1: Summarize the learning your student has engaged in during the last three weeks of Social Studies. Use the following points to help your student understand that the founding of Georgia was a process and necessitated cooperation, friendship, and leadership amongst Oglethorpe, Tomochichi, and Musgrove. This collaborative work also led to the establishment of Savannah as Georgia’s first city because of its prime location and economic prospects. Use some of the following points to guide your student in synthesizing the information that s/he has learned: • James Oglethorpe, an English settler, was interested in setting up a new colony to provide a way for poor men to avoid debt and prison and be able to live a good life. • Ultimately, military and economic issues were the main factors for creating a new colony, and King George II granted a charter for starting an English colony. • James Oglethorpe and other English settlers, who had skills necessary for the colony’s success, sailed to America. • James Oglethorpe wanted to settle on land that belonged to the Creek Indians. • Tomochichi, Chief of the Yamacraw Indians, became friends with Oglethorpe and allowed colonists to settle on Yamacraw Bluff near Savannah River to trade with the English. • Tomochichi traveled to England and convinced his people the English had good intentions of colonizing the land in Georgia. • Oglethorpe and Tomochichi worked together to develop the major city of Savannah, located on Yamacraw Bluff. • Mary Musgrove, daughter of an English trader and Creek Indian mother, served as a translator for Tomochichi and Oglethorpe and helped the peaceful relationship between Indians and colonists by operating a trading post in Savannah. -
Teacher Notes for the Georgia Standards of Excellence in Social Studies
Georgia Studies Teacher Notes for the Georgia Standards of Excellence in Social Studies The Teacher Notes were developed to help teachers understand the depth and breadth of the standards. In some cases, information provided in this document goes beyond the scope of the standards and can be used for background and enrichment information. Please remember that the goal of social studies is not to have students memorize laundry lists of facts, but rather to help them understand the world around them so they can analyze issues, solve problems, think critically, and become informed citizens. Children’s Literature: A list of book titles aligned to the 6th-12th Grade Social Studies GSE may be found at the Georgia Council for the Social Studies website: https://www.gcss.net/site/page/view/childrens-literature The glossary is a guide for teachers and not an expectation of terms to be memorized by students. In some cases, information provided in this document goes beyond the scope of the standards and can be used for background and enrichment information. Terms in Red are directly related to the standards. Terms in Black are provided as background and enrichment information. TEACHER NOTES GEORGIA STUDIES Historic Understandings SS8H1 Evaluate the impact of European exploration and settlement on American Indians in Georgia. People inhabited Georgia long before its official “founding” on February 12, 1733. The land that became our state was occupied by several different groups for over 12,000 years. The intent of this standard is for students to recognize the long-standing occupation of the region that became Georgia by American Indians and the ways in which their culture was impacted as the Europeans sought control of the region. -
The Politics of Conservation in Cumberland Island, Georgia
OLD BUILDINGS AND THE NEW WILDERNESS: THE POLITICS OF CONSERVATION IN CUMBERLAND ISLAND, GEORGIA By KERRY GATHERS (Under the Direction of Josh Barkan) ABSTRACT This thesis examines the projects of wilderness conservation and historic preservation as they interact to shape the landscape of Cumberland Island National Seashore on the Georgia coast. The National Park Service is obligated to protect both wilderness and historic resources, but when the two coexist they expose an ideological and functional divide between celebrating a place supposedly free from material human impacts and perpetuating human impacts deemed historically significant. The politics of balancing wilderness and human history on Cumberland Island are investigated through the analysis of interviews, legislative texts, and federal wilderness and historic preservation law. It is suggested that while federal laws accommodate the overlapping operation of both projects, funding deficiencies and entrenched assumptions about public access defining the social value of historic sites make this balance politically unstable. INDEX WORDS: wilderness, rewilding, historic preservation, national parks, conservation politics, social construction of place, environmental discourse OLD BUILDINGS AND THE NEW WILDERNESS: THE POLITICS OF CONSERVATION IN CUMBERLAND ISLAND, GEORGIA by KERRY GATHERS B.A., THE UNIVERSITY OF GEORGIA, 2006 A Thesis Submitted to the Graduate Faculty of The University of Georgia in Partial Fulfillment of the Requirements for the Degree MASTER OF ARTS ATHENS, GEORGIA 2011 © 2011 Kerry Gathers All Rights Reserved OLD BUILDINGS AND THE NEW WILDERNESS: THE POLITICS OF CONSERVATION IN CUMBERLAND ISLAND, GEORGIA by KERRY GATHERS Major Professor: JOSH BARKAN Committee: STEVE HOLLOWAY HILDA KURTZ Electronic Version Approved: Maureen Grasso Dean of the Graduate School The University of Georgia May 2011 ACKNOWLEDGEMENTS This thesis would not have been possible without the dedicated people working, all in their own ways, to keep Cumberland Island such a special place. -
Preservation Education & Research
Preservation Education & Research Sponsors National Council for Preservation Offprint From Education (NCPE) Preservation College of Architecture Texas A&M University Department of Architecture Education & Research Texas A&M University Volume Five, 2012 Editors Anat Geva Texas A&M University Kevin Glowacki Texas A&M University Book Review Editor Five, 2012 Volume Catherine W. Zipf Massachusetts Institute of Technology Copy Editor Patricia Gioia Loudonville, New York Graphic Designer Gali Zilbershtein Texas A&M University Editorial Board Eric Allison Pratt Institute ElizaBeth Guin Northwestern State University Vince Michael Art Institute of Chicago Barbara Milkovich Independent Scholar Michael Tomlan Cornell University Offprint From Preservation Education & Research Volume Five, 2012 Copyright © 2012 Preservation Education & Research. All rights reserved. Articles, essays, reports and reviews appearing in this journal may not be reproduced, in whole or in part, except for classroom and noncommercial use, including illustrations, in any form (beyond that copying permitted by sections 107 and 108 of the U.S. Copyright Law), without written permission from the National Council for Preservation Education (NCPE). ISSN 1946-5904 Cover: Kenilworth Castle Ruins, England: Great Arched Passage leading to the Great Hall (Photographs by Rumiko Handa). (See p. 33) Contents Articles 1 The Challenge of Preserving Public Memory: Commemorating Tomochichi in Savannah ROBIN B. WILLIAMS 17 Domesticating the “National Optic” after the Third Reich: Preservation and Morale Building in Postwar West Germany KAREN L. MULDER 29 Sir Walter Scott and Kenilworth Castle: Ruins Restored by Historical Imagination RUMIKO HANDA 45 Bernd Foerster: Architect, Educator, and Preservation Activist HUGH C. MILLER 59 Sustainability in the Adaptive Reuse Studio: A Case Study in Cincinnati’s Over-the-Rhine Historic District JEFFREY T. -
Second Grade – Unit Four – Georgia Becomes a Colony in This Unit, Students Will Learn How Georgia Was Founded
Second Grade Frameworks for the Georgia Standards of Excellence in Social Studies The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary for the Second Grade Social Studies Course. Second Grade – Unit Four – Georgia Becomes a Colony In this unit, students will learn how Georgia was founded. Students will learn how the cooperation and friendship between Tomochichi and James Oglethorpe were essential in order to have a successful colony. Students will also Elaborated Unit Focus learn the importance of Mary Musgrove’s role in the founding of Georgia. They will have a full understanding of how life in modern Georgia is similar and different to the life of the settlers, including location, how needs are met, and use of resources. As students begin to learn about the colonization of what is now Georgia by the English, they will use the theme of individuals, groups, and institutions to learn about significant individuals and groups during the colonial period. The Connection to theme of location will help students to understand how the geography of the colony had benefits and disadvantages Connecting for both the settlers and the Creeks. The theme of production, distribution, and consumption will help students to Theme/Enduing understand the basic economic motivations of the various groups in Georgia, and how the early colonial economy Understandings functioned. Finally, students will compare their lives today with the lives of Georgians in the past through the theme of time, change, and continuity. SS2H1 Describe the lives and contributions of historical figures in Georgia history. -
Yellow Topaz: from Atlanta and 15 Other Guides to the South
Like the birthstone in the title Eleanor has always been a precious gem to her famliy and her friends and now will be a jewel to all those who read this riveting memoir about her life. – Carol Thalimer, Author of Explorer's Guide: Georgia, Quick Escapes YELLOW TOPAZ: from Atlanta and 15 other guides to the South. Step back when you read Eleanor A Historical Memoir Babcock's words, for each phrase is like the artist's stroke with a broad brush... It is such a joy to read words that can Eleanor Hope set your mind to whirling. – Candice Stellmach, Author Crisler Babcock I wanted to let you know how much I enjoyed reading Chapter 17. I almost felt like I was part of Zada's class. I love the way you write in the present tense and your style... makes for very interesting reading. – Sandra Kankainen, Friend Yellow Topaz A HISTORICAL MEMOIR Text edited by Morna Gerrard and Stephen Zietz. Production art by Christian Steinmetz. ELEANOR CRISLER BABCOCK Yellow Topaz A HISTORICAL MEMOIR 2011 For Joseph Julius Crisler (1867–After 1942), Son of Thomas Jackson Crisler and Amanda Ruth Manning Crisler, Milton County, Georgia, and President of the Crisler Clan in Georgia Contents Foreword Preface Part I: YELLOW TOPAZ Chapter 1 Character Is Put to the Test The family needs help. Atlanta, “the city with a heart,” introduces Mrs. Brock, a foster mother Chapter 2 Fresh Water for Her Bouquet A momentary appreciation and reward accepted by the aged self Part II: MATCHMAKING Chapter 3 Roses, Hershey Kisses, and Funny Papers Eleanor’s boyfriends, etiquette, and personal observations Chapter 4 First Letters from Bride and Groom Writing lines on paper is revealing of character. -
James Oglethorpe and the Founding of Georgia
ing from smallpox. Castell caught the disease and died. James Oglethorpe was devastated. He was born to a wealthy British fam- James Oglethorpe ily who had little worry of debtor’s prisons. However, Castell’s death led and the him to lead a campaign to reform British prisons. The more he learned Founding of Georgia about prison conditions, the more up- set he became, and he devoted time James Oglethorpe is recognized as to do something about it. Because of the founder of the American colony his work on prison reform, he earned that today is the state of Georgia. a reputation as one of Britain’s most The colony was settled in response to important humanitarians. Oglethorpe’s views on poverty and his Eventually, Oglethorpe concluded stance against slavery. His ideas were that poverty was a more fundamental formed back in 1728, when Ogletho- problem than prisons were. If people rpe’s friend Robert Castell was sent to in poverty were given the right help, debtor’s prison. At the time, Ogletho- Oglethorpe believed, they could be- rpe held a seat in the British represen- come successful merchants, farmers, tative body, the House of Commons. and artisans. To put this belief into ac- In the Britain of Oglethorpe’s day, tion, he felt that a colony in the New if people could not afford to pay their World could provide help to those in creditors, they could be sent to debt- poverty. “In America there are fertile or’s prisons. At these prisons, inmates lands sufficient to subsist all the use- were expected to pay the prison staff less Poor in England, and distressed fees in order to obtain decent room Protestants in Europe,” Oglethorpe and board. -
The Highland Soldier in Georgia and Florida: a Case Study of Scottish Highlanders in British Military Service, 1739-1748
University of Central Florida STARS Electronic Theses and Dissertations, 2004-2019 2010 The Highland Soldier In Georgia And Florida: A Case Study Of Scottish Highlanders In British Military Service, 1739-1748 Scott Hilderbrandt University of Central Florida Part of the History Commons Find similar works at: https://stars.library.ucf.edu/etd University of Central Florida Libraries http://library.ucf.edu This Masters Thesis (Open Access) is brought to you for free and open access by STARS. It has been accepted for inclusion in Electronic Theses and Dissertations, 2004-2019 by an authorized administrator of STARS. For more information, please contact [email protected]. STARS Citation Hilderbrandt, Scott, "The Highland Soldier In Georgia And Florida: A Case Study Of Scottish Highlanders In British Military Service, 1739-1748" (2010). Electronic Theses and Dissertations, 2004-2019. 4375. https://stars.library.ucf.edu/etd/4375 THE HIGHLAND SOLDIER IN GEORGIA AND FLORIDA: A CASE STUDY OF SCOTTISH HIGHLANDERS IN BRITISH MILITARY SERVICE, 1739-1748 by SCOTT ANDREW HILDERBRANDT B.A. University of Central Florida, 2007 A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts in the Department of History in the College of Arts and Humanities at the University of Central Florida Orlando, Florida Spring Term 2010 ABSTRACT This study examined Scottish Highlanders who defended the southern border of British territory in the North American theater of the War of the Austrian Succession (1739-1748). A framework was established to show how Highlanders were deployed by the English between 1745 and 1815 as a way of eradicating radical Jacobite elements from the Scottish Highlands and utilizing their supposed natural superiority in combat. -
Georgia's Colonization
Georgia’s Colonization GPS Standard SS8H2: The student will analyze the colonial period of Georgia’s history Find the major verbs and nouns SS8H2 and label them on your “T” Chart. Element a. Explain the importance of James Oglethorpe, the Charter of 1732, reasons for settlement (charity, economics, and defense), Tomochichi, Mary Musgrove, and the city of Savannah. Element b. Evaluate the Trustee Period of Georgia's colonial history, emphasizing the role of the Salzburgers, Highland Scots, malcontents, and the Spanish threat from Florida. Verbs Nouns •Explain • Importance of: 1. James Oglethorpe 2. Charter of 1732 3. Reasons for Settlement 4. Tomochichi 5. Mary Musgrove •Evaluate 6. City of Savannah • The Trustee Period, emphasizing: 7. Salzburgers 8. Highland Scots 9. Malcontents 10.Spanish threat from Florida Unit 2: Exploration and GA Colonization Lesson 2: Georgia as a Trustee Colony Verbs Nouns •Explain • Importance of: 1. James Oglethorpe 2. Charter of 1732 3. Tomochichi 4. Mary Musgrove 5. City of Savannah •Evaluate • The Trustee Period, emphasizing: 6. Salzburgers 7. Highland Scots 8. Malcontents 9. Spanish Threat from Florida Term (Noun) Definition/Identification Why was _____ important to the colonization and development of Georgia? 1. James Oglethorpe 2. Charter of 1732 3. Reasons for Settlement 4. Tomochichi 5. Mary Musgrove 6. City of Savannah Term (Noun) Definition/Identification What impact did the _____ have on the Trustee 6. Salzburgers Period of Georgia’s colonization? 7. Highland Scots 8. Malcontents 9. Spanish Threat from Florida Background (Do not write) British had claimed the land in GA in 1663. In 1717, Britain finally makes plans to settle GA.