Hoosiers and the American Story Chapter 1
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Johnny Appleseed Campground Fort Wayne, Indiana
Johnny Appleseed Campground Fort Wayne, Indiana Johnny Appleseed Campground Fort Wayne, Indiana The Johnny Appleseed Campground is located SEASON on U.S. 930 (Coliseum Boulevard) in Fort Wayne April 1 - October 31, Reservations Accepted along the scenic St. Joseph River. It is only min- AMENITIES utes from the Children’s Zoo, Glenbrook Mall, 36 RV/Camper Sites with Electricity & Water • Firewood Allen County Public Library, Indiana-Purdue Water Fill Station • Dump Station • Restrooms/Showers/Laundry University, restaurants, the Memorial Coliseum, Boat Ramp/Fishing • Playground • Rivergreenway Access Northside Aquatic Center, the Rivergreenway trail and many other amenities Fort Wayne has to DIRECTIONS offer. GPS address: 1500 E. Coliseum Blvd. From I-69, travel south on Coldwater Road. Turn left onto Coli- seum Blvd. and travel east until you reach the entrance of the campground on the right (just past Memorial Coliseum). Campsite/Amenities Per Night Per Week RV Site $18 $108 Dump Station: $5 (free to registered campers) Pump Truck Service: $10 (available to registered campers only) Phone Service $3 Tent Site $12 $72 More than 2 adults/site $3/adult 260.427.6720 / 260.427.6000 off season www.fortwayneparks.org The Johnny Appleseed Campground is located SEASON on U.S. 930 (Coliseum Boulevard) in Fort Wayne April 1 - October 31, Reservations Accepted along the scenic St. Joseph River. It is only min- AMENITIES utes from the Children’s Zoo, Glenbrook Mall, 36 RV/Camper Sites with Electricity & Water • Firewood Allen County Public Library, Indiana-Purdue Water Fill Station • Dump Station • Restrooms/Showers/Laundry University, restaurants, the Memorial Coliseum, Boat Ramp/Fishing • Playground • Rivergreenway Access Northside Aquatic Center, the Rivergreenway trail and many other amenities Fort Wayne has to DIRECTIONS offer. -
9 the British Alliance of 1812–14
9 The British Alliance of 1812–14 Chapter Outline This chapter examines the War of 1812 and, in particular, the role that Tecumseh had in this event. By the early 1800s, the intentions of the Americans were clear. The Americans were expanding, and it would be to the west where they would seek land. The War of 1812 can be viewed as a continu- ance of the American War of Independence, as this inconclusive war had left unresolved several im- portant matters, such as those relating to Indigenous Peoples and their lands. In a similar fashion to Obwandiyag, Tecumseh, a part-Shawnee and part-Cree leader, rose to the forefront as an advocate for a pan-Indigenous movement. Like Obwandiyag, Tecumseh was linked to a prophet. Tenskwa- tawa was known as the Shawnee Prophet and happened to be Tecumseh’s brother. Tenskwatawa argued that no particular tribe had the right to give up land as its own. Tecumseh had a particular disdain for Americans as both his father and brother were killed in US frontier wars. He chose to side with the British not because he favoured them but rather because he saw them as the lesser of two evils. Tecumseh challenged the cessions of lands that the Americans were obtaining, particularly those claimed in Indiana Territory. Throughout 1812 to 1813, Tecumseh led Indigenous forces to victory af- ter victory over the Americans. Tecumseh eventually met his demise at Moraviantown where, unsup- ported by British troops that had been promised, he was killed in October 1813. The death of Tecum- seh had immediate impacts since no leader could fill his role as a catalyst for a pan-Indigenous move- ment. -
Indiana – Land of the Indians
Indiana – Land of the Indians Key Objectives State Parks and Reservoirs Featured In this unit students will learn about American Indian tribes ■ Pokagon State Park stateparks.IN.gov/2973.htm in early Indiana and explore the causes of removal of three ■ Tippecanoe River State Park stateparks.IN.gov/2965.htm American Indian groups from Indiana, their resettlement ■ Prophetstown State Park stateparks.IN.gov/2971.htm during the 1830s, and what life is like today for these tribes. ■ Mississinewa Lake stateparks.IN.gov/2955.htm Activity: Standards: Benchmarks: Assessment Tasks: Key Concepts: Indiana Indian tribes Identify and describe historic Native American Indian removal groups who lived in Indiana before the time Be able to name the various American Home and Indiana rivers SS.4.1.2 of early European exploration, including ways Indian tribes who called Indiana home Language “Home” and what that the groups adapted to and interacted with and where in the state they lived. it means the physical environment. Indiana Indians today Explain the importance of major transporta- Identify important rivers in Indiana tion routes, including rivers, in the exploration, SS.4.3.9 and explain their value to people and settlement and growth of Indiana, and in the parks across time. state’s location as a crossroad of America. Understand that the way we write and Consult reference materials, both print and pronounce Indian words is different ELA.4.RV.2.5 digital, to find the pronunciation and clarify than how they may have originally been the precise meanings of words and phrases. spoken. Be able to describe the reasons why the American Indians were removed Identify and explain the causes of the removal and where they ended up settling, and Disruption SS.4.1.5 of Native American Indian groups in the state understand the lifeways and landscape of Tribal Life and their resettlement during the 1830s. -
National Airmail Museum Proposal
The Friends of Smith Field Present: national Airmail Museum Smith Field Fort Wayne, IN PRELIMINARY Preliminary Concept August 29, 2016 Prepared by Tessellate Studio in collaboration with Robert Wearley 1 Overview PRELIMINARY The Smith Field Airmail Museum will be a place like no other in the Fort Wayne area. Our aim is to create a destination for those flying and driving within the greater Fort Wayne area by creating a memorable experience for out of town visitors as well as ongoing attractions for local visitors through event planning and facilitation. Our aim is to: ● Show the rich history of aviation at Smith Field ● Share the stories of the pilots who flew at Smith Field ● Tell the story of Smith Field in context of the Airmail service and during WW2 ● Create local pride for Fort Wayne ● Create a cultural hub and event space for the Fort Wayne community ● Attract tourists from all over the United States 2 Mission PRELIMINARY The mission of the Smith Field Airmail Museum is to serve the Fort Wayne community as a center for learning, inspiration, and local pride. This is a place where: ● Aviation history will be preserved ● Visitors, including local students, will learn about the history of Smith Field and its role in the Airmail service through educational programs - lost stories ● Youth and their families will be inspired by the history and stories of the US Airmail ● The community will be encouraged to attend (and host) events ● Revenue will be generated to help strengthen the local economy 3 Goals PRELIMINARY Our Immediate goals are raise funds to: ● Complete a comprehensive Feasibility Study ● Establish the friends of Smith Field facilitates and establishing airmail museum ● Airmail Museum as a 501(c)(3) ● Rehabilitate the historic air hangar at Smith Field. -
War and Legitimacy: the Securement of Sovereignty in the Northwest Indian War
i ABSTRACT WAR AND LEGITIMACY: THE SECUREMENT OF SOVEREIGNTY IN THE NORTHWEST INDIAN WAR During the post-revolution period, the newfound constitutional government of the United States faced a crisis of sovereignty and legitimacy. The Old Northwest region, encompassing what is now Ohio, Indiana and Illinois, was disputed between several groups. The U.S. government under George Washington claimed the region and sought to populate the land with white settlers, British officials in North America wished to reestablish British hegemony in the Ohio River valley and Native-Americans wished to protect their ancestral homeland from foreign invasion. In the 1790s, war broke out between a British backed alliance of Native tribes and the United States of America. Historians have named this conflict the Northwest Indian War. Examining government records, personal correspondences between Washington administration officials and military commanders, as well as recollections of soldiers, officials and civilians this thesis explores the geopolitical causes and ramifications of the Northwest Indian War. These sources demonstrate how the war was a reflection of a crisis which threatened the legitimacy to American sovereignty in the West. Furthermore, they also demonstrate how the use of a professional federal standing army was used by Washington’s government to secure American legitimacy. Michael Anthony Lipe August 2019 ii WAR AND LEGITIMACY: THE SECUREMENT OF SOVEREIGNTY IN THE NORTHWEST INDIAN WAR by Michael Anthony Lipe A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts in History in the College of Social Sciences California State University, Fresno August 2019 APPROVED For the Department of History: We, the undersigned, certify that the thesis of the following student meets the required standards of scholarship, format, and style of the university and the student's graduate degree program for the awarding of the master's degree. -
Anthony Wayne M Em 0 R· I a L
\ I ·I ANTHONY WAYNE M EM 0 R· I A L 'I ' \ THE ANTHONY WAYNE MEMORIAL PARKWAY PROJECT . in OHIO -1 ,,,, J Compiled al tlze Request of the ANTHONY WAYNE MEMO RIAL LEGISLATIVE COMMITTEE by lhr O..H. IO STATE ARCHAEOLOGICAL and H ISTORICAL SOCIETY 0 00 60 4016655 2 I• Columbus, Ohio 1944 ' '.'-'TnN ~nd MONTGOMERY COt Jt-rt"-' =J1UC llBR.APV Acknowledgments . .. THE FOLLOWING ORGANIZATIONS ass isted lll the compilation of this booklet : The A nthony Wayne Memo ri al J oint L egislative Cammi ttee The Anthony \Vayne Memori al Associati on The! Toledo-Lucas County Planning Commiss ions The Ohio D epa1 rtment of Conservation and Natural Resources The Ohio Department of Highways \ [ 4 J \ Table of Contents I Anthony Wayne Portrait 1794_ ·---···-· ·--· _____ . ----------- ·----------------- -------------------. _____ Cover Anthony Wayne Portrait in the American Revolution ____________________________ F rrm I ispiece Ii I I The Joint Legislative Committee_______ --------····----------------------------------------------------- 7 i· '#" j The Artthony Wayne Memorial Association ___________________________________ .-------------------- 9 I· The Ohio Anthony Wayne Memorial Committee _____________________________________ ---------- 11 I I I Meetings of the Joint Legislative Committee·------·--------- -·---------------------------------- 13 I I "Mad Anthony" Wayne a'dd the Indian \Vars, 1790-179.'---------------------------------- 15 lI The Military Routes of Wa.yne, St. Clair, and Harmar, 1790-179-t- ___________ . _______ 27 I The Anthony Wayne Memorial -
River Raisin National Battlefield Park Lesson Plan Template
River Raisin National Battlefield Park 3rd to 5th Grade Lesson Plans Unit Title: “It’s Not My Fault”: Engaging Point of View and Historical Perspective through Social Media – The War of 1812 Battles of the River Raisin Overview: This collection of four lessons engage students in learning about the War of 1812. Students will use point of view and historical perspective to make connections to American history and geography in the Old Northwest Territory. Students will learn about the War of 1812 and study personal stories of the Battles of the River Raisin. Students will read and analyze informational texts and explore maps as they organize information. A culminating project will include students making a fake social networking page where personalities from the Battles will interact with one another as the students apply their learning in fun and engaging ways. Topic or Era: War of 1812 and Battles of River Raisin, United States History Standard Era 3, 1754-1820 Curriculum Fit: Social Studies and English Language Arts Grade Level: 3rd to 5th Grade (can be used for lower graded gifted and talented students) Time Required: Four to Eight Class Periods (3 to 6 hours) Lessons: 1. “It’s Not My Fault”: Point of View and Historical Perspective 2. “It’s Not My Fault”: Battle Perspectives 3. “It’s Not My Fault”: Character Analysis and Jigsaw 4. “It’s Not My Fault”: Historical Conversations Using Social Media Lesson One “It’s Not My Fault!”: Point of View and Historical Perspective Overview: This lesson provides students with background information on point of view and perspective. -
Life in the Colonies
CHAPTER 4 Life in the Colonies 4.1 Introduction n 1723, a tired teenager stepped off a boat onto Philadelphia’s Market Street wharf. He was an odd-looking sight. Not having luggage, he had I stuffed his pockets with extra clothes. The young man followed a group of “clean dressed people” into a Quaker meeting house, where he soon fell asleep. The sleeping teenager with the lumpy clothes was Benjamin Franklin. Recently, he had run away from his brother James’s print shop in Boston. When he was 12, Franklin had signed a contract to work for his brother for nine years. But after enduring James’s nasty temper for five years, Franklin packed his pockets and left. In Philadelphia, Franklin quickly found work as a printer’s assistant. Within a few years, he had saved enough money to open his own print shop. His first success was a newspaper called the Pennsylvania Gazette. In 1732, readers of the Gazette saw an advertisement for Poor Richard’s Almanac. An almanac is a book, published annually, that contains information about weather predictions, the times of sunrises and sunsets, planting advice for farmers, and other useful subjects. According to the advertisement, Poor Richard’s Almanac was written by “Richard Saunders” and printed by “B. Franklin.” Nobody knew then that the author and printer were actually the same person. In addition to the usual information contained in almanacs, Franklin mixed in some proverbs, or wise sayings. Several of them are still remembered today. Here are three of the best- known: “A penny saved is a penny earned.” “Early to bed, early to rise, makes a man healthy, wealthy, and wise.” “Fish and visitors smell in three days.” Poor Richard’s Almanac sold so well that Franklin was able to retire at age 42. -
21 Lc 44 1700S H. B. 647 (Sub)
21 LC 44 1700S House Bill 647 (COMMITTEE SUBSTITUTE) By: Representatives Smith of the 133rd, Smith of the 70th, Washburn of the 141st, Williams of the 145th, and Dickey of the 140th A BILL TO BE ENTITLED AN ACT 1 To amend Part 1 of Article 2 of Chapter 8 of Title 12 of the Official Code of Georgia 2 Annotated, relating to general provisions relative to solid waste management, so as to 3 provide for post-closure ground-water monitoring at closed coal combustion residual 4 impoundments; to provide for definitions; to provide for ground-water monitoring reports; 5 to amend Part 3 of Article 2 of Chapter 7 of Title 16 of the Official Code of Georgia 6 Annotated, relating to criminal trespass and damage to property relative to waste control, so 7 as to provide for a conforming cross-reference; to amend Part 1 of Article 3 of Chapter 8 of 8 Title 48 of the Official Code of Georgia Annotated, relating to county special purpose local 9 option sales tax, so as to provide for conforming cross-references; to provide for related 10 matters; to repeal conflicting laws; and for other purposes. 11 BE IT ENACTED BY THE GENERAL ASSEMBLY OF GEORGIA: 12 SECTION 1. 13 Part 1 of Article 2 of Chapter 8 of Title 12 of the Official Code of Georgia Annotated, 14 relating to general provisions relative to solid waste management, is amended in Code 15 Section 12-8-22, relating to definitions, by adding new paragraphs and renumbering existing 16 paragraphs to read as follows: H. -
Leisure Activities in the Colonial Era
PUBLISHED BY THE PAUL REVERE MEMORIAL ASSOCIATION SPRING 2016 ISSUE NO. 122 Leisure Activities in The Colonial Era BY LINDSAY FORECAST daily tasks. “Girls were typically trained in the domestic arts by their mothers. At an early age they might mimic the house- The amount of time devoted to leisure, whether defined as keeping chores of their mothers and older sisters until they recreation, sport, or play, depends on the time available after were permitted to participate actively.” productive work is completed and the value placed on such pursuits at any given moment in time. There is no doubt that from the late 1600s to the mid-1850s, less time was devoted to pure leisure than today. The reasons for this are many – from the length of each day, the time needed for both routine and complex tasks, and religious beliefs about keeping busy with useful work. There is evidence that men, women, and children did pursue leisure activities when they had the chance, but there was just less time available. Toys and descriptions of children’s games survive as does information about card games, dancing, and festivals. Depending on the social standing of the individual and where they lived, what leisure people had was spent in different ways. Activities ranged from the traditional sewing and cooking, to community wide events like house- and barn-raisings. Men had a few more opportunities for what we might call leisure activities but even these were tied closely to home and business. Men in particular might spend time in taverns, where they could catch up on the latest news and, in the 1760s and 1770s, get involved in politics. -
Appendix I War of 1812 Chronology
THE WAR OF 1812 MAGAZINE ISSUE 26 December 2016 Appendix I War of 1812 Chronology Compiled by Ralph Eshelman and Donald Hickey Introduction This War of 1812 Chronology includes all the major events related to the conflict beginning with the 1797 Jay Treaty of amity, commerce, and navigation between the United Kingdom and the United States of America and ending with the United States, Weas and Kickapoos signing of a peace treaty at Fort Harrison, Indiana, June 4, 1816. While the chronology includes items such as treaties, embargos and political events, the focus is on military engagements, both land and sea. It is believed this chronology is the most holistic inventory of War of 1812 military engagements ever assembled into a chronological listing. Don Hickey, in his War of 1812 Chronology, comments that chronologies are marred by errors partly because they draw on faulty sources and because secondary and even primary sources are not always dependable.1 For example, opposing commanders might give different dates for a military action, and occasionally the same commander might even present conflicting data. Jerry Roberts in his book on the British raid on Essex, Connecticut, points out that in a copy of Captain Coot’s report in the Admiralty and Secretariat Papers the date given for the raid is off by one day.2 Similarly, during the bombardment of Fort McHenry a British bomb vessel's log entry date is off by one day.3 Hickey points out that reports compiled by officers at sea or in remote parts of the theaters of war seem to be especially prone to ambiguity and error. -
Discovering ‘Our Town’ Culver September 23
FrontA1 Thursday, September 10 2009 Vol. No. 115 Issue No. 35 50¢ Serving Culver • Lake Maxinkuckee • Monterey since 1894 CITIZEN PHOTOS AND LAYOUT/JEFF KENNEY In Brief The Lake Max Film Fest `09 - sights and sounds Town wide yard sale ABOVE, LEFT: Culver Elementary School sixth grader Hunter Kephart, left, takes on the “Mad Ant” mascot of the Fort Wayne Mad Ants basketball team owned by The Town of Culver is Lake Maxinkuckee Film Festival co-organizer and co-sponsor John Zeglis of Culver. ABOVE, CENTER: The popular Culver Community High School Jazz Street choir, directed by Diane Derrow (at left), was one of several local performers on-stage Saturday evening leading up to the 9 p.m. showing of “The Music Man” movie on sponsoring a Fall Town the giant screen in Culver’s town park, where the festival took place. ABOVE, RIGHT: In a moment symbolic of the festival itself, Mike Overmyer -- accompanied on Wide Yard Sale Friday and piano by Anne Bigley -- rounds out the roster of live entertainment in a performance of Herbert B. Keller and J. Paul Fogerty’s “Maxinkuckee Moon” from 1923, as Saturday, September 25 and a full, red moon rose over the lake at Overmyer’s back. MORE PHOTOS PAGE B2 26 from 8 a.m. to 4 p.m. Anyone interested in par- “Big Read” ticipating should contact the town hall between 8 a.m. and 4 p.m. at 574-842-3140 events in beginning Monday, Septem- ber 14 through Wednesday, Discovering ‘our town’ Culver September 23. Please pro- vide your address and the A number of events will date(s) of your sale.