Foundations: the Public Domain and Natural Resources Law 1785 - 1960
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Chapter 5 the Americans.Pdf
Washington (on the far right) addressing the Constitutional Congress 1785 New York state outlaws slavery. 1784 Russians found 1785 The Treaty 1781 The Articles of 1783 The Treaty of colony in Alaska. of Hopewell Confederation, which Paris at the end of concerning John Dickinson helped the Revolutionary War 1784 Spain closes the Native American write five years earli- recognizes United Mississippi River to lands er, go into effect. States independence. American commerce. is signed. USA 1782 1784 WORLD 1782 1784 1781 Joseph II 1782 Rama I 1783 Russia annexes 1785 Jean-Pierre allows religious founds a new the Crimean Peninsula. Blanchard and toleration in Austria. dynasty in Siam, John Jeffries with Bangkok 1783 Ludwig van cross the English as the capital. Beethoven’s first works Channel in a are published. balloon. 130 CHAPTER 5 INTERACT WITH HISTORY The year is 1787. You have recently helped your fellow patriots overthrow decades of oppressive British rule. However, it is easier to destroy an old system of government than to create a new one. In a world of kings and tyrants, your new republic struggles to find its place. How much power should the national government have? Examine the Issues • Which should have more power—the states or the national government? • How can the new nation avoid a return to tyranny? • How can the rights of all people be protected? RESEARCH LINKS CLASSZONE.COM Visit the Chapter 5 links for more information about Shaping a New Nation. 1786 Daniel Shays leads a rebellion of farmers in Massachusetts. 1786 The Annapolis Convention is held. -
The Land Ordinance of 1785
p0138-139aspe-0205gs 10/16/02 3:54 PM Page 138 APHY OGR GE T SPOTLIG H The Land Ordinance of 1785 When states ceded, or gave up, their western lands to the United States, the new nation became “land rich” even though it was “money poor.” Government leaders searched for a way to use the land to fund such services as public education. The fastest and easiest way to raise money would have been to sell the land in huge parcels. However, only the rich would have been able to purchase land. The Land Ordinance of 1785 made the parcels small and affordable. The Land Ordinance established a plan for dividing the land. The government would first survey the land, dividing it into townships of 36 square miles, as shown on the map below. Then each township would be divided into 36 sections of 1 square mile, or about 640 acres, each. An individual or a family could purchase a sec- tion and divide it into farms or smaller units. A typical farm of the period was equal to one-quarter section, or 160 acres. The minimum price per acre was one dollar. Government leaders hoped the buyers would develop farms and establish com- munities. In this way settlements would spread across the western territories in an orderly way. Government surveyors repeated the process thousands of times, impos- ▼ Aerial photograph showing how ing frontier geometry on the land. the Land Ordinance trans- In 1787, the Congress further provided for the orderly development of the formed the landscape into a Northwest Territory by passing the Northwest Ordinance, which established how patchwork of farms. -
Mother of the Forest: Contemplating Species Entanglements in a Sequoia Ecosystem
MOTHER OF THE FOREST: CONTEMPLATING SPECIES ENTANGLEMENTS IN A SEQUOIA ECOSYSTEM BY KYLIE CARAWAY A THESIS EXHIBITION PRESENTED TO OCAD UNIVERSITY IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF FINE ARTS IN DIGITAL FUTURES TMAC CENTER, APRIL 12-14 2019 TORONTO, ONTARIO, CANADA, APRIL, 2019 © KYLIE CARAWAY AUTHOR’S DECLARATION I hereby declare that I am the sole author of this thesis. This is a true copy of the thesis, including any required final revisions, as accepted by my examiners. I authorize OCAD University to lend this thesis to other institutions or individuals for the purpose of scholarly research. I understand that my thesis may be made electronically available to the public. I further authorize OCAD University to reproduce this thesis by photocopying or by other means, in total or in part, at the request of other institutions or individuals for the purpose of scholarly research. Signature __________________________________________________ ii ABSTRACT Kylie Caraway OCAD University Mother of the Forest: Contemplating Species Entanglements in a Sequoia Ecosystem Master of Fine Arts in Digital Futures April 2019 Mother of the Forest: Contemplating Species Entanglements in a Sequoia Ecosystem is an immersive experience that explores the significance of symbiotic relationships in a sequoia tree’s ecosystem through embodied perspectives of various species. Through this research project, Mother of the Forest inquires: in what ways can immersive experiences represent a sequoia tree’s ecosystem, in order to communicate to users various perceptions of time and space, symbiosis, climate change, and environmental changes over time? Pairing scientific information with speculative design methods, Mother of the Forest applies a speculative fabulation methodology to exhibit theoretical concepts such as “kinship”, “becoming-with”, and “entanglements” in order to have users consider their own role in intertwined ecologies impacted by human activity, resulting in biodiversity decline and climate change. -
Ohio's Model Curriculum for Social Studies (Adopted June 2019)
Ohio’s Model Curriculum Social Studies ADOPTED JUNE 2019 OHIO’S MODEL CURRICULUM | SOCIAL STUDIES | ADOPTED JUNE 2019 2 Table of Contents Grade 6 ................................................................................................... 62 Table of Contents ..................................................................................... 2 Strand: History ....................................................................................... 62 Strand: Geography ................................................................................. 63 Introduction to Ohio’s Model Curriculum ................................................... 3 Strand: Government ............................................................................... 67 Strand: Economics ................................................................................. 69 Social Studies Model Curriculum, K-8 ........................................................ 4 Grade 7 ................................................................................................... 73 Kindergarten ............................................................................................. 4 Strand: History ....................................................................................... 73 Strand: History ......................................................................................... 4 Strand: Geography ................................................................................. 79 Strand: Geography .................................................................................. -
Outcome A: Intro to Government and the Constitution Essential Features of a State/Nation ● Population
Outcome A: Intro to Government and the Constitution Essential Features of a State/Nation ● Population ● Territory - Fixed Boundaries ● Sovereignty, absolute authority ● Government-maintain order, ensure stability President Theodore Roosevelt Theories of the Origin of the State ● Evolutionary Theory – idea that gov’t grew from the family ● Force Theory – people were “forced” together for support, strongest person wins Theories of the Origin of the State ● Divine Right Theory – chosen by God, kings and pharaohs ● Social Contract Theory – John Locke, Thomas Hobbes – people trade freedoms for civility, created for best interests, influenced democracy King Henry the 8th of England The Purposes of Government ● Maintain Social Order ● Providing Public Services ● National Security ● Economic Decisions Major Types of Governments • Democracy - “Government of the people, by the people, for the people” - -Citizens have the most influence - Direct or representative US=Democratic Republic • People elect officials to run the government and make decisions Three Branches • Executive: enforce laws • Legislative: make laws • Judicial: interpret laws Federalism • Power is shared between the central and local governments. • Limited Government Developed in Europe - England Magna Carta Glorious Revolution/English Bill of Rights English Bill of Rights 1 – Monarchs do not have absolute authority – they rule with the consent of the people’s representatives. 2 – Monarch needs Parliament’s permission to raise taxes or maintain an army. 3 – People have a right to a speedy and fair trial by a jury of their peers. •Representative Government •John Locke •Mayflower Compact •House of Burgesses Section 2: Uniting for Independence Turn: Washington’s Spies-Series Overview Turn: Washington’s Spies-Season 1 Promo Turn: Washington’s Spies-Season 2 Promo NO TAXATION WITHOUT REPRESENTATION • To pay its debts from the French and Indian War, The British increased taxes on colonies • The Sugar Act and the Stamp Act are the two most notorious. -
Chapter 1 America’S Foundations
iCitizen Chapter 1 America’s Foundations When the United States broke away from Great Britain and formed its own government, our country was unique among na- tions. This chapter will introduce you to the purpose of government and the most common types of gov- ernmental structures, giving you a basis for understanding how and why the founders of America craft- Photo: Comstock.com Comstock.com Photo: ed our government the way they did. Then the intentionality behind our governing documents should become astonishingly clear. Section 1.1 An Introduction to Government For the purposes of this course, we define government as an institution or political body that has the power to make and enforce laws over a certain group of people, territory, or collection of property. It places certain limits on man’s actions for the sake of everyone’s well-being, rewarding those who do good and punishing those who do wrong. Why Does Man Need Government? Before we can examine the specifics of how government works, we must first understand government’s purpose. Think back to when you were younger, and wanted to do something your parents would not allow you to do. Did you ever wonder why you couldn’t just do as you pleased? Why couldn’t you be your own boss? These questions—although they may sound silly to you now—actually get at the heart of our study of civics and patriotism. What is the purpose of government? Why does man need government anyway? iCitizen: Civic Literacy for Young Americans Man needs government because he is sinful. -
Unit 1: Founding the Nation
Unit 1: Founding the Nation Name ________________________________ Per ___ Lesson One: Foundations Lesson one has four main assignments. At the end of these assignments you will take a closed note quiz. After these lessons you will be expected to be able to: (one or more of these objectives may appear as a short answer question on the quiz) Explain how our American government was influenced by: o Civic Republicanism o Classical Liberal Principles o English Parliament Discuss how the Magna Carta, English Bill of Rights, and the Mayflower Compact each represented small changes towards a democratic movement. Describe how the Great Awakening caused the American Colonists to begin to think about rebelling against Great Britain. Describe the geographical boundaries of the American Colonies Thoroughly describe the geography and economic activity of the New England Colonies, Middle Colonies, and Southern Colonies. Standards in This Lesson 8.1Students understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy. 1.1 Describe the relationship between the moral and political ideas of the Great Awakening and the development of revolutionary fervor. 1.4 Describe the nation’s blend of civic republicanism, classical liberal principles, and English parliamentary traditions. 2.1 Discuss the significance of the Magna Carta, the English Bill of Rights, and the Mayflower Compact. 1 Roots of American Democracy 1. What ideas come to mind when you read the word roots? How about American? Democracy? Whatever your thoughts are, they are uniquely your own. But most likely they grew out of something you’ve heard or read, or maybe seen on TV or in the movies. -
Papers of the 2009 Dakota Conference
Papers of the Forty-first Annual DAKOTA CONFERENCE A National Conference on the Northern Plains “Abraham Lincoln Looks West” Augustana College Sioux Falls, South Dakota April 24-25, 2009 Complied by Lori Bunjer and Harry F. Thompson Major funding for the Forty-first Annual Dakota Conference was provided by Loren and Mavis Amundson CWS Endowment/SFACF, Deadwood Historic Preservation Commission, Carol Martin Mashek, Elaine Nelson McIntosh, Mellon Fund Committee of Augustana College, Rex Myers and Susan Richards, Blair and Linda Tremere, Richard and Michelle Van Demark, Jamie and Penny Volin, and the Center for Western Studies. The Center for Western Studies Augustana College 2009 TABLE OF CONTENTS Preface Abbott, Emma John Dillinger and the Sioux Falls Bank Robbery of 1934 Amundson, Loren H. Colton: The Town Anderson, Grant K. The Yankees are Coming! The Yankees are Coming! Aspaas, Barbara My Illinois Grandmother Speaks Bradley, Ed Civil War Patronage in the West: Abraham Lincoln’s Appointment of William Jayne as Governor of the Dakota Territory Braun, Sebastian F. Developing the Great Plains: A Look Back at Lincoln Browne, Miles A. Abraham Lincoln: Western Bred President Ellingson, William J. Lincoln’s Influence on the Settlement of Bend in the River (Wakpaipaksan) Hayes, Robert E. Lincoln Could Have Been in the Black Hills — Can You Believe This? Johnson, Stephanie R. The Cowboy and the West: A Personal Exploration of the Cowboy’s Role in American Society Johnsson, Gil In the Camera’s Eye: Lincoln’s Appearance and His Presidency Johnsson, -
Public Schools and the Original Federal Land Grant Program
Public Schools and the Original Federal Land Grant Program A Background Paper from the Center on Education Policy The foundation of our political institutions, it is well known, rests in the will of the People, and the safety of the whole superstructure, its temple and altar, daily and hourly depend upon the discreet exercise of this will. How then is this will to be corrected, chastened, subdued? By education—that education, the first rudiments of which can be acquired only in common schools. Report of U.S. House Committee on Public Lands, 1826 Summary From the late 18th century through the middle of the 20th century, the federal government granted control of millions of acres of federal land to each state as it entered the Union. These lands were given in trust, with the stipulation that proceeds from their sale or lease be used to support various public institutions—most notably, public elementary and secondary schools and universities. These state land grants have played an important role in the development of the American system of public education and continue to provide revenues to maintain that system today. This background paper from the Center on Education Policy (CEP) examines the origins, history, and evolution of federal land grants for public schools, as well as their significance as an early example of the federal role in education. It is intended to serve as a more detailed companion to another CEP paper, Get the Federal Government Out of Education? That Wasn’t the Founding Fathers’ Vision (CEP, 2011), which mentions land grants as part of a broader look at the historical federal role in education. -
“Yosemite: the Story of an Idea” (1948) by Hans Huth
“Yosemite: The Story of an Idea” (1948) by Hans Huth A - Art Online Discussion Home FAQ Muir Weather Maps Lodging About Search Tweet Like 0 Z Prints Library Forum Online Library: Title Author California Geology History Indians Muir Mountaineering Nature Management Yosemite > Library > Story of an Idea > CalHotels.US Lowest Hotel Rates Guaranteed. Click Here For Yours! Hotel photos, maps, reviews, & discount rates. U.S. Hotels in California (Yosemite, L. A., San Francisco ), AL, AK, AR, AS, AZ, CA, CO, CT, DC, DE, FL, FM, GA, GU, HI, ID, IL, IN, IA, KS, KY, LA, ME, MD, MA, MI, MN, MS, MO, MT, NE, NH, NJ, NY, OK, NV, MH, MP, NM, NC, ND, OH, OR, PA, PR, PW, RI, SC, SD, TN, TX, UT, VT, VA, VI WA, WV, WI, WY “Yosemite: The Story of an Idea” (1948) by Hans Huth Foreword, by Carl P. Russell; signed by David R. Brower 1. Introduction 2. The American and Nature 3. Origin of the Park Idea 4. The Idea Grows References About the Author, Hans Huth Hans Huth and His Story “YOSEMITE: THE STORY OF AN IDEA” is one of the most important contributions to the history of the national park idea that has been made in recent years. For one thing, Dr. Huth, in reiterating that Yosemite, not Yellowstone, was the first park of national importance, has made it imperative that future historians abandon the common assumption that the national park idea was born at a campfire in Yellowstone in 1870. Six years before that campfire, Congressional action had already been taken to set aside Yosemite Valley, that it might be enjoyed in perpetuity as a scenic resource for all the people. -
PLSS Forum - April 18, 2019 Darlington, Wisconsin
The Public Lands Survey System A Dependable Network for Land Ownership “This Land is Your Land” PLSS Forum - April 18, 2019 Darlington, Wisconsin BRYAN MEYER – LA CROSSE COUNTY SURVEYOR Wisconsin County Surveyors Association Audio books = 150-160 words per minute Bryan = Clocked at 192 words per minute (gusts in excess of 200 words per minute) Name that National Monument MOUNT RUSHMORE The sculpture features the 60-foot heads of Presidents George Washington (1732–1799), Thomas Jefferson (1743–1826), Theodore Roosevelt (1858–1919), and Abraham Lincoln (1809–1865). The four presidents were chosen, respectively, to represent the birth, the growth, the development, and the preservation of the United States. Land surveyors have a different name for that monument National Surveyor’s Monument Lincoln = Surveyor Jefferson = Surveyor Washington = Surveyor For your convenience, many of your questions and comments have already been incorporated into this presentation. “Dude, what exactly qualifies you to talk about the Public Land Survey System?” H. A. Sime and Associates Tomah, Wisconsin Historian Mathematician Cartographer Lumberjack Archeologist Interpreter Writer Thinker Moderator H. A. Sime and Associates Tomah, Wisconsin 28½ years PRIVATE PRACTICE SURVEY WORK The thing about my job that I am most passionate about is remonumentation of the Public Land Survey System “So, just what is the Public Land Survey System?” PUBLIC LAND SURVEY SYSTEM The Land Ordinance of 1785 was adopted by the United States Congress of the Confederation on May 20, 1785. Set up a standardized system whereby settlers could purchase title to farmland in the undeveloped west Congress at the time did not have the power to raise revenue by direct taxation, so land sales provided an important revenue stream. -
Calaveras Big Trees State Park 1170 East Highway 4 Arnold, CA 95223 (209) 795-2334
Our Mission Calaveras The mission of California State Parks is to provide for the health, inspiration and t is unlikely that education of the people of California by helping I Big Trees to preserve the state’s extraordinary biological diversity, protecting its most valued natural and anyone could look upon cultural resources, and creating opportunities State Park for high-quality outdoor recreation. the Sequoiadendron giganteum and not feel a sense of awe California State Parks supports equal access. Prior to arrival, visitors with disabilities who and reverence. need assistance should contact the park at (209) 795-2334. This publication is available in alternate formats by contacting: CALIFORNIA STATE PARKS P.O. Box 942896 Sacramento, CA 94296-0001 For information call: (800) 777-0369. (916) 653-6995, outside the U.S. 711, TTY relay service www.parks.ca.gov Discover the many states of California.™ SaveTheRedwoods.org/csp Calaveras Big Trees State Park 1170 East Highway 4 Arnold, CA 95223 (209) 795-2334 © 2004 California State Parks (Rev. 2012) T hree miles north of Arnold off and hunters built their seasonal villages Highway 4, the colossal trees of Calaveras alongside the flourishing rivers of the Sierra Big Trees State Park stand in quiet Nevada foothills. The acorns and other seeds testimony to prehistoric times. These the Miwok harvested in the fall were a vital massive relics, which can reach a height part of their diet. Their way of life was rich of 325 feet and a diameter of 33 feet, are in ceremony and social activity, including descended from trees that were standing the important harvesting and grinding of when dinosaurs roamed Earth, and birds, the fall acorn crop.