Tomochichi's Trans-Atlantic Quest for Traditional Power in The
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Study Guide for the Georgia History Exemption Exam Below Are 99 Entries in the New Georgia Encyclopedia (Available At
Study guide for the Georgia History exemption exam Below are 99 entries in the New Georgia Encyclopedia (available at www.georgiaencyclopedia.org. Students who become familiar with these entries should be able to pass the Georgia history exam: 1. Georgia History: Overview 2. Mississippian Period: Overview 3. Hernando de Soto in Georgia 4. Spanish Missions 5. James Oglethorpe (1696-1785) 6. Yamacraw Indians 7. Malcontents 8. Tomochichi (ca. 1644-1739) 9. Royal Georgia, 1752-1776 10. Battle of Bloody Marsh 11. James Wright (1716-1785) 12. Salzburgers 13. Rice 14. Revolutionary War in Georgia 15. Button Gwinnett (1735-1777) 16. Lachlan McIntosh (1727-1806) 17. Mary Musgrove (ca. 1700-ca. 1763) 18. Yazoo Land Fraud 19. Major Ridge (ca. 1771-1839) 20. Eli Whitney in Georgia 21. Nancy Hart (ca. 1735-1830) 22. Slavery in Revolutionary Georgia 23. War of 1812 and Georgia 24. Cherokee Removal 25. Gold Rush 26. Cotton 27. William Harris Crawford (1772-1834) 28. John Ross (1790-1866) 29. Wilson Lumpkin (1783-1870) 30. Sequoyah (ca. 1770-ca. 1840) 31. Howell Cobb (1815-1868) 32. Robert Toombs (1810-1885) 33. Alexander Stephens (1812-1883) 34. Crawford Long (1815-1878) 35. William and Ellen Craft (1824-1900; 1826-1891) 36. Mark Anthony Cooper (1800-1885) 37. Roswell King (1765-1844) 38. Land Lottery System 39. Cherokee Removal 40. Worcester v. Georgia (1832) 41. Georgia in 1860 42. Georgia and the Sectional Crisis 43. Battle of Kennesaw Mountain 44. Sherman's March to the Sea 45. Deportation of Roswell Mill Women 46. Atlanta Campaign 47. Unionists 48. Joseph E. -
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 -
Georgia Historical Society Educator Web Guide
Georgia Historical Society Educator Web Guide Guide to the educational resources available on the GHS website Theme driven guide to: Online exhibits Biographical Materials Primary sources Classroom activities Today in Georgia History Episodes New Georgia Encyclopedia Articles Archival Collections Historical Markers Updated: July 2014 Georgia Historical Society Educator Web Guide Table of Contents Pre-Colonial Native American Cultures 1 Early European Exploration 2-3 Colonial Establishing the Colony 3-4 Trustee Georgia 5-6 Royal Georgia 7-8 Revolutionary Georgia and the American Revolution 8-10 Early Republic 10-12 Expansion and Conflict in Georgia Creek and Cherokee Removal 12-13 Technology, Agriculture, & Expansion of Slavery 14-15 Civil War, Reconstruction, and the New South Secession 15-16 Civil War 17-19 Reconstruction 19-21 New South 21-23 Rise of Modern Georgia Great Depression and the New Deal 23-24 Culture, Society, and Politics 25-26 Global Conflict World War One 26-27 World War Two 27-28 Modern Georgia Modern Civil Rights Movement 28-30 Post-World War Two Georgia 31-32 Georgia Since 1970 33-34 Pre-Colonial Chapter by Chapter Primary Sources Chapter 2 The First Peoples of Georgia Pages from the rare book Etowah Papers: Exploration of the Etowah site in Georgia. Includes images of the site and artifacts found at the site. Native American Cultures Opening America’s Archives Primary Sources Set 1 (Early Georgia) SS8H1— The development of Native American cultures and the impact of European exploration and settlement on the Native American cultures in Georgia. Illustration based on French descriptions of Florida Na- tive Americans. -
Mary Musgrove: Beloved Woman of the Creeks
National Park Service Fort Frederica U.S. Department of the Interior Fort Frederica National Monument St. Simons Island, GA Mary Musgrove: Beloved Woman of the Creeks Coosaponakeesa In 1700, Coosaponakeesa was born at Coweta on the Ocmulgee River. Her Muskogean- Creek name translates to “Lovely Fawn”, but to generations she is known by her Christian name Mary Musgrove. Her father was Edmund Griffen, a British Indian trader; her mother was the sister of the powerful Brim, Chief Mico (leader) of the Tuckabatchees or Lower Creek Indians, making “Lovely Fawn” an Indian Princess. When Mary was about sixteen years old she married an Indian trader, John Musgrove, whose surname she has become known by. From the two worlds Mary straddled, her talent as an interpreter was remarkable. Oglethorpe’s Interpreter In 1733 Oglethorpe and 116 emigrants set out to found the colony of Savannah. At Yamacraw Bluff, he solicited Mary Musgrove’s help as an interpreter for his meeting with the Yamacraw chief, Tomochichi. Oglethorpe realized that Mary could offer information and alliances he needed to secure British interests. Her services were hired at a salary of one hundred pounds sterling (about $500) per year. Mary assisted Oglethorpe in establishing treaties and in securing warriors to fight the Spanish. She supplied the struggling colonists with meat, bread, and liquor. When fighting broke out between the Spanish and British in 1742, Mary influenced the Creeks to aid the British forces, which led to the defeat of the Spanish on St. Simon’s Island. Marriage & Property Mary remarried twice after Musgrove’s death in 1735. -
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. -
South Carolina the Portal of Native American Genocide in Southeast………….Still Haunts…The Southeastern Coastal State
South Carolina the Portal of Native American Genocide in Southeast………….Still Haunts…the southeastern coastal state By Will Moreau Goins Ph.D. Charleston has been called "the most haunted city in North America". I would like to think that the Ghosts haunting Charleston are not only the many pirates, endentured servants, European colonists and enslaved Africans that historically passed through this port city, but I would like to believe that many of those spirits that linger in this monumental city and throughout this state are those of the many indigenous people that once called South Carolina their home. Maybe it would be nice to think of these Native spirits as still here, at the coastline, to welcome newcomers as they did hundreds of years ago and to remind residents that South Carolina is still Native American Indian sacred land. Or even just to tell their stories from their grave as they rattle their chains. Possibly they are here to tell their haunting story of the American Indian Holocaust that took place on this soil. I know that one of those Natives that are hauntingly reminding us of this, is that of the famed Seminole Chief, Osceola. Yes, Osceola’s decapitated body is interred here in South Carolina today. It was on December 1837 that Captain Pitcairn Morrison of the 4th U.S. Infantry transferred Osceola and 202 other Seminoles to Fort Moultrie in South Carolina, after his capture from their stance in the Florida everglades. The steamship Poinsett landed the Seminoles on Sullivan's Island on New Year's Day 1838. -
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. -
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. -
Mississippi Period Archaeology of the Georgia Coastal Zone
UNIVERSITY OF GEORGIA Laboratory of Archaeology Series Report No. 23 Georgia Archaeological Research Design Paper, No. 1 - MISSISSIPPI PERIOD ARCHAEOLOGY OF THE GEORGIA COASTAL ZONE II I I I \ I By Morgan R. Crook, Jr. I Department of Sociology and Anthropology West Georgia College \ Department of Anthropology I Georgia State University 1986 Reprinted, 1995 TABLE OF CONTENTS INTRODUCTION . 4 THE COASTAL ZONE ENVIRONMENT 5 THE STRUCTURAL MODEL . 11 Ethnohistoric Summary The Annual Model Discussion GEORGIA COASTAL MISSISSIPPI PERIOD: THE ARCHAEOLOGY . 34 Background Irene Mound Site Altarnaha and Savannah Regions Barrier Islands Marsh Islands Princess Ann Fonnation Interior Coastal Zone DISCUSSION AND RECOMMENDATIONS . 52 The Mississippi Period Adaptation Evaluation of the Structural Model Research Needs Management Recommendations COMMENTS . 58 Jerald T. Milanich Robin L. Smith Charles E. Pearson Stephen Wi l liams REPLY . 71 REFERENCES CITED 75 LIST OF FIGURES FIGURE 1 Major Geological Formations of the Coastal Zone . .. 8 FIGURE 2 The Guale Annual Model ....................... 18 FIGURE 3 Monthly Occurrence of Four Fish Families in Georgia Tidal Streams ...................... 23 FIGURE 4 Archaeological Locations ...................... 35 FIGURE 5 Coastal Mississippi Period C-14 Dates ............... 39 4 INTRODUCTION This document represents an effort to synthesize existing archaeological information concerning the Mississippi Period (A.D. 900-1540) in the Georgia coastal zone. Its purpose is to provide an operating plan for the protection of important cultural resources of this period on the coast. As with the other 35 operating plans being developed for Georgia's cultural resources, this one provides basic information for effective management and protection. This basic information includes synthesis and evaluation of the available archaeological information, identification of data needs, formulation of significance criteria, and development of an ideal plan for preservation and protection (see Crook 1985). -
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INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter free, vdiile others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e g., maps, drawings, charts) are reproduced by sectioning the original, b%inning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Hgher quality 6” x 9” black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. UMI A BeQ & Howell Infimnation Compai^ 300 NoithZeeb Road, Ann Arbor MI 48106-1346 USA 313/761-4700 800/521-0600 UNIVERSITY OF OKLAHOMA GRADUATE COLLEGE FROM ONE TO MANY, FROM MANY TO ONE: SPEECH COMMUNITIES IN THE MUSKOGEE STOMPDANCE POPULATION A Dissertation SUBMITTED TO THE GRADUATE FACULTY in partial fulfillment of the requirements for the degree of Doctor of Philosophy By PAMELA JOAN INNES Norman, Oklahoma 1997 mil Number: 9724423 Copyright 1997 by Izmes, Pamela Joan All rights reserved. -
Indians in the Kanawha-New River Valley, 1500-1755 Isaac J
Graduate Theses, Dissertations, and Problem Reports 2015 Maopewa iati bi: Takai Tonqyayun Monyton "To abandon so beautiful a Dwelling": Indians in the Kanawha-New River Valley, 1500-1755 Isaac J. Emrick Follow this and additional works at: https://researchrepository.wvu.edu/etd Recommended Citation Emrick, Isaac J., "Maopewa iati bi: Takai Tonqyayun Monyton "To abandon so beautiful a Dwelling": Indians in the Kanawha-New River Valley, 1500-1755" (2015). Graduate Theses, Dissertations, and Problem Reports. 5543. https://researchrepository.wvu.edu/etd/5543 This Dissertation is brought to you for free and open access by The Research Repository @ WVU. It has been accepted for inclusion in Graduate Theses, Dissertations, and Problem Reports by an authorized administrator of The Research Repository @ WVU. For more information, please contact [email protected]. Maopewa iati bi: Takai Toñqyayuñ Monyton “To abandon so beautiful a Dwelling”: Indians in the Kanawha-New River Valley, 1500-1755 Isaac J. Emrick Dissertation submitted to the Eberly College of Arts and Sciences at West Virginia University in partial fulfillment of the requirements for the degree of Doctor of Philosophy in History Tyler Boulware, Ph.D., Chair Kenneth Fones-Wolf, Ph.D. Joseph Hodge, Ph.D. Michele Stephens, Ph.D. Department of History & Amy Hirshman, Ph.D. Department of Sociology and Anthropology Morgantown, West Virginia 2015 Keywords: Native Americans, Indian History, West Virginia History, Colonial North America, Diaspora, Environmental History, Archaeology Copyright 2015 Isaac J. Emrick ABSTRACT Maopewa iati bi: Takai Toñqyayuñ Monyton “To abandon so beautiful a Dwelling”: Indians in the Kanawha-New River Valley, 1500-1755 Isaac J.