The Great Wagon Road
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Amongamerican Inventions the Conestoga Wagon Must Forever
THE CONESTOGA WAGON OF PENNSYLVANIA Michael J. Herrick: I60NQ American inventions thetne ConestOAaConestoga wa^onwagon must koreverforever be remembered with respect, for it was this wagon that •*Among orpa servicedG&ririn&A ara rapidlyroT^irHir settlingco+tiinrr western frontier.\u25a0Prnn+iAr* TheT'Vua area covering/wir#»i-itncr the state of Pennsylvania and extending to the whole of the Northwest Territory was promising land for free men and farmers. Men over- flowed the old colonies and looked to the West — the Alleghenies. They came here and carved out farms from the forest and prospered. The promise of prosperity brought with it the need for supplies, equipment, markets, transportation. To satisfy these needs, Pennsyl- vania originated the pack-horse trade and the Conestoga horse and wagon. Inthe years to follow this simple beginning, the Conestoga was to become one of the greatest freight vehicles America has ever known. 1 The Dutch farmers, who had moved into the fertile lands of Penn- sylvania, cleared away the forests to settle down on large plots of land and to force their livelihood from the earth. In a few years with frugality, fertile lands, industrious ways, and hard work, these German farmers found relative prosperity. They were soon producing and manufacturing enough to be able to sell at a good market, but where ? Over in Baltimore, Philadelphia and New York were good markets for coal, grain and meat. Yet the farmers had a logistics problem to solve first: how could they transport their goods that far, fast enough ? Certainly every farm had some type of cart or wagon to haul farm products. -
The Ironworking Pennybackers of Shenandoah County, Virginia
W&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects 2012 Down the Great Wagon Road: The Ironworking Pennybackers of Shenandoah County, Virginia Sarah Elaine Thomas College of William & Mary - Arts & Sciences Follow this and additional works at: https://scholarworks.wm.edu/etd Part of the United States History Commons Recommended Citation Thomas, Sarah Elaine, "Down the Great Wagon Road: The Ironworking Pennybackers of Shenandoah County, Virginia" (2012). Dissertations, Theses, and Masters Projects. Paper 1539626692. https://dx.doi.org/doi:10.21220/s2-vqqr-by31 This Thesis is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Dissertations, Theses, and Masters Projects by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. Down The Great Wagon Road: The Ironworking Pennybackers of Shenandoah County, Virginia Sarah Elaine Thomas Front Royal, Virginia Master of Arts, University of Virginia, 2010 Bachelor of Arts, College of William and Mary, 2008 A Thesis presented to the Graduate Faculty of the College of William and Mary in Candidacy for the Degree of Master of Arts Lyon G. Tyler Department of History The College of William and Mary May, 2012 APPROVAL PAGE This Thesis is submitted in partial fulfillment of the requirements for the degree of Master of Arts w -t-v: Sarah Elaine Thomas Approved by the Committee, February, 2012 Committee Chai Pullen Professor James P. Whittenburg ry The College of William & Mary Visiting Assistant Professor SusarvA. Kern, History The College of William & Mary Assistant Professor James D. -
Marion County, Tennessee Many Coming Into Western North Carolina Through in the Beginning Watauga, Swannonoa, and Butt Mountain Gaps
Marion Co., Tennessee – Cherokee Territory Submitted by Nomie Webb Hundreds of settlers moved through mountain gaps, Marion County, Tennessee many coming into Western North Carolina through In the Beginning Watauga, Swannonoa, and Butt Mountain Gaps. ~ Once upon a time, the area of Tennessee was The Great Wagon Road covered by a great inland sea. During a series of to the Carolina frontier. cataclysmic upheavals, giant folds (like an accordion) Early settlers used rose and the sea drained. The draining sea left a wide these routes to reach fertile basin, and the folds became known as the Great western North Carolina. Smoky and Cumberland Mountains. As a lush forest sprang from the basin, soil and groups of Indians settled here. In the 1700s four or five Indian tribes inhabited this area and by then this region belonged to the British Colony of North Carolina. New immigrants to America looking for new lands to settle, began forming groups to penetrate these vast open lands, but the Blue Ridge Mountains were barriers to travel. For that reason it was easier for the new settlers to come into the area of (now) The early settlers crossed the mountains and moved Tennessee from the north than from the east. Many of into the Great Appalachian Valley. these early settlers, therefore came from Virginia, or “overland”, by way of the Kentucky route. Starting as early as 1768 several families came in To the north east corner of this area from the Uplands of North Carolina. They banded together as the Watauga Association in 1771 and spread over the eastern part Of the section. -
Designing the Airstream: the Cultural History of Compact Space, Ca. 1920 to the 1960S” a Thesis Submitted to the Kent St
"Designing the Airstream: The Cultural History of Compact Space, ca. 1920 to the 1960s” A thesis submitted to the Kent State University Honors College in partial fulfillment of the requirements for General Honors by Ronald Balas Aug. 6, 2014 Table of Contents Introduction 1 Background 4 Airstream Design and Development 17 Data Visualization 25 Conclusion 34 List of Figures (if any) List of Illustrations (if any) List of Tables (if any) Preface, including acknowledgements, or acknowledgements alone if there is no preface List of Illustrations Model T with tent 10 Covered Wagon (vardos) 17 Diagram of Airstream 23 Diagram of music 25 Levittown 28 Airstream roundup 28 Airstream diagram 29 Girls on train 30 Airstream blueprint 30 Color diagram 31 Floor plan diagram 32 Base camp diagram with photos 33 I would like to thank Dr. Diane Scillia for all of her patience, guidance, and understanding during my commitment to this thesis. I would not have been able to complete this without her and her knowledge. I would also like to thank my wife, Katherine, and my kids for putting up with this ‘folly of going back to school at my age...’ "DESIGNING THE AIRSTREAM: THE CULTURAL HISTORY OF COMPACT SPACE, CA. 1920 TO THE 1960S" INTRO Since 1931, with more than 80 years of war, social, and political changes, there is an industry that began with less than 50 manufacturers, swelled within seven years to more than 400, only to have one company from that time period remain: the Airstream1. To make this even more astounding: the original design never changed. -
The Conestoga Wagon
The Conestoga Wagon By H. C. FREY N its beginning, the Conestoga Wagon originated, somewhere. I No one seems to know exactly when or where ; and few, if any of us, care very much about this unimportant detail. No evi- dence existing to the contrary, Lancaster County gets the credit for its origin. Had it originated in or near Boston, New Eng- land's literary geniuses would have written volumes about this old freight-carrying vehicle, and had it had its home in the South (Old Virginny) its praises would have been eulogized even beyond the imagination of a New Englander. Here in the Garden Spot of the world, where farming, farm exporting, and wagoning have been given the greatest amount of attention for generations, we are prone to sit idly by, or to be so busily engaged in agricultural and industrial pursuits that we have no time to display our civic pride on such an historical subject as the Conestoga Wagon. We have here in this locality associated the name "Conestoga" with almost everything from a shinplaster to a National Bank, and something should be said about the origin of the word. Just ex- actly how this word originated is a question and would furnish an interesting problem for the Lancaster County student of etymology. One of the earliest references we have to a word similarly pro- nounced is the name "Onestega" given to the stream on a map1 dated 1665. The name of the tribe of Indians, the stream, and the manor of Conestoga is another study, but we do know that all three of these were named long before either the Conestoga wagon or the Conestoga horse existed. -
The Cultural Heritage Element a Strategy for Preserving Our Sense of Place April 2006
Heritage The Cultural Heritage Element A Strategy for Preserving Our Sense of Place April 2006 envision The Comprehensive Plan for Lancaster County, Pennsylvania Lancaster County Table of Contents Introduction Key Message . 3 Our Challenge . 3 Purpose of This Plan . 4 Heritage: An Element of the Lancaster County Comprehensive Plan . 5 Need for the Plan . 7 Approach . 7 Contents of This Plan . 7 Goals, Objectives, and Strategies . 8 Existing Conditions Historical and Cultural Overview of Lancaster County . 13 Native American / American Indian Settlement . 13 Penn’s Woods and the Establishment of Lancaster County . 16 Settlement Patterns . 18 Religious Traditions in 18th-Century Lancaster County . 19 18th-Century Built Environment . 27 Agriculture in the 18th Century . 27 18th-Century Industries . 27 Revolutionary War and Early Republic . 28 Development of Free African Communities . 29Growing Transportation Network 30 of Contents Table Arts and Education in the 18th and 19th Centuries . 33 Slavery, the Civil War, and the Underground Railroad . 34 Agriculture in the 19th and 20th Centuries . 38 Manufacturing in the Late 19th and Early 20th Centuries . 39 Arts in the 20th Century . 41 20th Century to Today . 41 Preservation Planning In Lancaster County . 43 Past Efforts . 43 Present Efforts . 50 Preservation Trends . 53 Introduction . 53 Positive Trends . 56 Mixed Results . 61 Negative Trends . 66 Planning Process Guiding Principles . 73 Stakeholder Involvement . 73 Sustainability . 73 Integration of Supporting Studies . 73 Achievable Recommendations . 74 Research and Assessment . 74 Public Involvement Strategy . 75 Lancaster County Cultural Heritage Plan Task Force . 75 Regional Meetings . 76 Public Workshop: There’s No Place Like Home . 76 Public Involvement Findings . -
Lancaster Plain, C. 1730-1960
Agricultural Resources of Pennsylvania, c. 1700-1960 Lancaster Plain, c. 1730-1960 2 Lancaster Plain, 1730-1960 Table of Contents Lancaster Plain Historic Agricultural Region, c. 1730-1960....................................................... 4 Location ..................................................................................................................................... 9 Climate, Soils, and Topography................................................................................................ 10 Historical Farming Systems ...................................................................................................... 12 Diverse Production for Diverse Uses, c. 1730 to about 1780 ............................................... 12 Products, c 1730-1780 ...................................................................................................... 12 Labor and Land Tenure, 1730-1780 ................................................................................. 16 Buildings and Landscapes, 1730-1780 ............................................................................. 17 Farm House, 1730-1780................................................................................................ 17 Ancillary houses, 1730-1780 ........................................................................................ 19 Barns, 1730-1780 .......................................................................................................... 19 Outbuildings, c 1730-1780: ......................................................................................... -
NCSS Theme: People, Places, and Environment 2Nd Nine Weeks Lesson 2: the Great Wagon Road- Part 1 Question for Exploration
NCSS Theme: People, Places, and Environment 2nd Nine Weeks Lesson 2: The Great Wagon Road- Part 1 Question for Exploration: How has geography influenced how my town has grown? Local Connection-brief description: Students will identify the physical features settlers would have encountered while traveling on The Wilderness Road and The Great Wagon Road. They will interpret whether those features may have helped or hindered their progress? Key vocabulary: migration, obstacles, physical features Historical Primary Sources Additional Materials/Resources Local: Copies of a physical map of the United States National: (Library of Congress) Reference: Virginia’s Montgomery County, Mary Fry-Jefferson map of Virginia, 1751, Elizabeth Lindon, Editor – pp 163-166 showing the Great Wagon Road DIGITAL ID g3880 ct000370 Curriculum Connections: http://hdl.loc.gov/loc.gmd/g3880.ct000370 Writing a paragraph 4th grade Virginia Studies-Cumberland Gap Key Knowledge Key Skills and Processes The Great Wagon Road led settlers from Analyze and interpret maps to explain Pennsylvania to Georgia. North of Roanoke (Big relationships among landforms, water features, Lick) the road branched to the west and crossed and historical events. the Cumberland Gap taking settlers to Kentucky and Tennessee. It led German and Scots-Irish settlers south to the fertile land west of the Blue Ridge Mountains. This westward stretch of road which led settlers into the wilderness and to Kentucky is often referred to as the Wilderness Road. This path was a major route for westward migration between 1790 and 1840. Products and Evidence of Understanding/Assessment (How will I know they know?) Exit slip describing route and travel for settlers migrating south and west. -
The Wilderness Road
The Wilderness Road ~ Traffic ~ ~Features ~ At first the Wilderness Road was only a crude trail; only pack The Cumberland Gap through the Allegheny Mountains teams could cross the mountains. Pioneers coming from was first used by hunting and war parties of rival Indian Pennsylvania, Maryland, Virginia and the Carolinas before tribes north of the Ohio River and south of the mountains. 1796 found it necessary to unload their Conestoga Wagons at Sapling Grove and pack their belongings on horses in Part of the road was known first as Boone's Trace. The order to cross the mountains. Transylvania Company sent Daniel Boone with 30 men to hack a trail into the lush valleys beyond the mountains. In The early pioneers lashed huge baskets and bundles of cloth- less than three weeks, Boone's men blazed a trail of 208 ing, bed furnishings and household articles upon packhorses. miles from Long Island on the Holston River through the Children perched on top, or rode in front and behind their Cumberland Gap and on into Fincastle County, which is mothers and relatives. The older boys and men who did not now Kentucky. have mounts had to trudge along on foot. The road was created largely by the wear of constant travel. A caravan of pack horses and people on foot sometimes At first it was no more than a pack trail. Only after stretched out as far as three miles along the trail. Kentucky had become a state was it widened for wagons. Indian raids were common at various points on the Wilder- The first settlements were at Boonesborough and Harrods- ness Road. -
An Educator's Guide to the Story of North Carolina
Story of North Carolina – Educator’s Guide An Educator’s Guide to The Story of North Carolina An exhibition content guide for teachers covering the major themes and subject areas of the museum’s exhibition The Story of North Carolina. Use this guide to help create lesson plans, plan a field trip, and generate pre- and post-visit activities. This guide contains recommended lessons by the UNC Civic Education Consortium (available at http://database.civics.unc.edu/), inquiries aligned to the C3 Framework for Social Studies, and links to related primary sources available in the Library of Congress. Updated Fall 2016 1 Story of North Carolina – Educator’s Guide The earth was formed about 4,500 million years (4.5 billion years) ago. The landmass under North Carolina began to form about 1,700 million years ago, and has been in constant change ever since. Continents broke apart, merged, then drifted apart again. After North Carolina found its present place on the eastern coast of North America, the global climate warmed and cooled many times. The first single-celled life-forms appeared as early as 3,800 million years ago. As life-forms grew more complex, they diversified. Plants and animals became distinct. Gradually life crept out from the oceans and took over the land. The ancestors of humans began to walk upright only a few million years ago, and our species, Homo sapiens, emerged only about 120,000 years ago. The first humans arrived in North Carolina approximately 14,000 years ago—and continued the process of environmental change through hunting, agriculture, and eventually development. -
The Great Wagon Road of the Carolinas
W&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects 1974 The Great Wagon Road of the Carolinas Richard George Remer College of William & Mary - Arts & Sciences Follow this and additional works at: https://scholarworks.wm.edu/etd Part of the United States History Commons Recommended Citation Remer, Richard George, "The Great Wagon Road of the Carolinas" (1974). Dissertations, Theses, and Masters Projects. Paper 1539624870. https://dx.doi.org/doi:10.21220/s2-w0y7-0655 This Thesis is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Dissertations, Theses, and Masters Projects by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. THE GREAT WAGON ROAD OF THE CAROLIRAS A Thesis Presented to The Faculty of the Department of History The College of William and Mary in Virginia In Partial Fulfillment Of the Requirements for the Degree of Master of Arts by Richard George Reiner 1974 APPROVAL SHEET This thesis is submitted in partial fulfillment of the requirements for the degree of Master of Arts HcUU 'Author Approved, August 1974 / f ? > O Q Richard Maxwell Brown . - „ v Edward M. Riley/ James Thompson sos^s TABLE OF CONTENTS Page ACKNOWLEDGEMENTS...................................... iv LIST OF M A P S ........................................... v ABSTRACT ............................................... vi INTRODUCTION ........................................ -
Reproductions Supplied by EDRS Are the Best That Can Be Made from the Original Document
DOCUMENT RESUME ED 467 469 SO 034 056 TITLE Traveling the National Road: A National Park Service Curriculum Based Education Program. INSTITUTION National Park Service (Dept. of Interior), Washington, D.C. PUB DATE 2001-00-00 NOTE 65p. AVAILABLE FROM Fort Necessity National Battlefield, One Washington Parkway, Farmington, PA 15437. Tel: 724-329-5512; For full text: http://www.nps.gov/ fone/classroom/nrintro.htm/. PUB TYPE Guides Classroom Teacher (052) EDRS PRICE EDRS Price MF01/PC03 Plus Postage. DESCRIPTORS *Built Environment; *Curriculum Enrichment; Heritage Education; Intermediate Grades; Primary Sources; *Road Construction; Secondary Education; Social Studies; Student Educational Objectives; Student Research; *Travel; United States History IDENTIFIERS National Park Service; *Westward Movement (United States) ABSTRACT In 1805, a U.S. Senate committee urged the building of a road that would connect the eastern United States with the western United States. The road came to be known as the National Road (or Cumberland Road). It began in Cumberland, Maryland, and eventually reached to Vandalia, Illinois. It was the first and only U.S. road built entirely with federal funds. This curriculum-based packet is designed to provide teachers with background information and suggested classroom activities. It concentrates on the National Road between the years 1806-1853, the period of its construction and greatest prosperity. The packet contains six units, each with general objectives. The objectives are listed on the teacher sheet in each unit. Each unit in the packet contains a teacher sheet, a student sheet, and two or more activity sheets. The teacher sheets contain the unit objectives; materials needed; background information; suggested questions, activities, and sites that can be visited; and answers for the activity sheets.