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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 -
Tour Guide Manual •2016 Edition
TOUR GUIDE MANUAL • 2016 Edition 1 TABLE OF CONTENTS 4 INTRODUCTION TO THE MANUAL 27 CHAPTER 5 45 Anson Ward – Oglethorpe Square The Modern City 5 CHAPTER 1 46 Franklin Ward – Franklin Square The Development of Savannah 36 CHAPTER 6 47 Warren Ward – Warren Square The Ward System MAP OF SIGNIFICANT SITES Washington Ward – Washington MAP OF HISTORIC WARDS 10 CHAPTER 2 Square Savannah’s Evolution 38 Decker Ward – Ellis Square 48 Columbia Square – Columbia 15 CHAPTER 3 39 Derby Ward – Johnson Square Square The American Revolution 40 Heathcote Ward – Telfair Square 50 Greene Ward – Greene Square 20 CHAPTER 4 42 Percival Ward – Wright Square Liberty Ward – Liberty Square Unrest in the South 43 Reynolds Ward – Reynolds Square 51 Elbert Ward – Elbert Square 52 Jackson Ward – Orleans Square 2 Table of Contents TABLE OF CONTENTS 52 Brown Ward – Chippewa Square 61 Calhoun Ward – Calhoun Square 80 CHAPTER 10 54 Crawford Ward – Crawford Wesley Ward – Whitefield Square City Ordinances for All Tour Square Guides 63 CHAPTER 7 55 Pulaski Ward – Pulaski Square The Historic District’s Burial APPENDICES Jasper Ward – Madison Square Grounds 92 APPENDIX A: Filming in Savannah 56 Lafayette Ward – Lafayette Square 65 CHAPTER 8 Gaston Street & Forsyth Park 93 APPENDIX B: Suggested 58 Troup Ward – Troup Square Readings 69 CHAPTER 9 59 Chatham Ward – Chatham Touring the Historic District’s 96 Savannah’s Research Libraries Square Perimeter and Archives Monterey Ward – Monterey Square Table of Contents 3 INTRODUCTION TO THE TOUR GUIDE MANUAL Tourism Leadership Council, TLC Tour Guide Certification development committee, TOURISM December 2015 VISION ••ADVOCACY ACTION The TLC’s Tour Guide Certification program seeks to enhance historical interpretation in the greater Savannah area. -
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 Squares of Savannah Luciana Spracher, Municipal Archives Director City of Savannah
The Squares of Savannah Luciana Spracher, Municipal Archives Director City of Savannah The Original Six Squares Upon establishing the settlement of Savannah in 1733, General James Oglethorpe laid out a unique town plan utilizing a grid system composed of building blocks called wards. Each ward included a central square surrounded by four tythings divided into 10 building lots for residences, and four trust lots reserved for the town’s public buildings. The central squares have always been public spaces, but they have fulfilled a variety of functions over time, evolving into the lush urban forest Savannah is known for today. 1. Johnson Square was Savannah’s first square, laid out in 1733 by General Oglethorpe, and named for South Carolina Governor Robert Johnson, who provided aid to the colonists. The cornerstone for the fifty-foot obelisk honoring Revolutionary War hero Nathanael Greene was laid in 1825 by the Marquis de Lafayette. 2. Wright Square was selected by Oglethorpe as the final resting place for Tomochichi, chief of the local Yamacraw tribe, as a sign of his importance to Savannah. Today a monument of Georgia granite in the southeast corner honors this important leader in Savannah’s history, as does the Tomochichi Federal Courthouse overlooking what is also called “courthouse square.” 3. Ellis Square was home to a series of public markets until 1954 when the last City Market building was demolished for a parking garage, helping to spark Savannah’s world-famous historic preservation movement. Ellis Square has since been rehabilitated into a new outdoor public space, serving as an anchor for the surrounding City Market district 4. -
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. -
Colonial Georgia Educational Field Trip
Colonial Georgia Educational Field Trip Pre-Trip Information Stone Mountain Park is home to the Thornton House, one of the oldest buildings in the state of Georgia. Built just after the Revolutionary War, it is the same Virginia cottage style home that was commonly found in Williamsburg. Your students will learn how a family lived in the past when Georgia was one of the 13 original colonies. Students will visit, and be guided through, this Revolutionary-era house which originally was part of an indigo plantation. They will get a chance to see what Georgia was like when America was becoming an independent nation. Interpreters will also bring this period to life for your students with live, interactive demonstrations throughout the Historic Square. Teachers and students may spend as much time as they wish exploring the rest of the buildings and examining artifacts located in the Historic Square. Your program also includes a visit to our Farmyard. This area features heritage livestock breeds that would have been kept on a Georgia farm in the mid 1800s. Here your students can interact with friendly farm animals while learning about the important roles the animals played in the lives of civilians. Also included in this field trip is a self guided tour of Memorial Hall Museum located across the street from the Square. This program runs approximately 60-90 minutes. How to prepare your students for the program and trip: Students should be reading and learning about colonial times in Georgia. Talk about and discuss the 13 original colonies, particularly what life was like in colonial Georgia and how the lifestyle and dress compare to present day. -
Congressional Record—House H2741
May 11, 2004 CONGRESSIONAL RECORD — HOUSE H2741 CLEAN HOUSE b 1415 suspend the rules on which a recorded (Mr. MCDERMOTT asked and was COVER THE UNINSURED WEEK vote or the yeas and nays are ordered, given permission to address the House or on which the vote is objected to (Ms. WATSON asked and was given under clause 6 of rule XX. for 1 minute and to revise and extend permission to address the House for 1 his remarks.) Record votes on postponed questions minute and to revise and extend her re- will be taken after 6:30 p.m. today. Mr. MCDERMOTT. Mr. Speaker, the marks.) f world is watching and waiting. As bad Ms. WATSON. Mr. Speaker, Ameri- as it is, things will get much worse if cans should be confident that they TOMOCHICHI UNITED STATES the President and the Pentagon con- have access to quality health care. So COURTHOUSE tinue to hope it will go away. We need I support the resolution, H.R. 99, pro- Mr. LATOURETTE. Mr. Speaker, I new leadership and a new policy right moted by the gentleman from Michi- move to suspend the rules and pass the now. Release every photograph and gan (Mr. CONYERS) which gives guid- bill (H.R. 2523) to designate the United every videotape. Get it all out in the ance to provide insurance to all Ameri- States courthouse located at 125 Bull open. America’s only hope for restoring cans. Street in Savannah, Georgia, as the credibility is to demonstrate with its Over the past 3 years, 3.8 million ‘‘Tomochichi United States Court- actions, not words, that we will face Americans lost their health insurance house’’. -
Markers, Monuments, and Public Art Master Plan and Guidelines for The
Markers, Monuments, and Public Art Master Plan and Guidelines For the City of Savannah Adopted by the Mayor and Aldermen of the City of Savannah March 1, 2007, Revised January 24, 2013 Historic Site and Monument Commission January 2013 Produced by: The Chatham County-Savannah Metropolitan Planning Commission MPC Staff HSMC Technical Advisory Committee Members Thomas L. Thomson, P.E. AICP, Executive Director Ellen Harris, LEED A.P., AICP, Cultural Resource and Dr. Peggy Blood, Chairwoman, Savannah State University Urban Planning Manager, Author Eileen Baker, Cultural Affairs Patrick Mohr, Savannah College of Art and Design Daniel Carey, Historic Savannah Foundation Historic Site and Monument Commission Members Stan Deaton, Georgia Historical Society Harry Delorme, Telfair Museum Mary Soule, Chairman Ella Howard, Armstrong Atlantic State University Eli Karatassos, Vice-Chairman Pete Liakakis, King-Tisdell Cottage Foundation Walt Harper, Ex-Officio, Secretary Sarah Ward, MPC Thomas Gensheimer Jerry Flemming, Park and Tree Department Ryan Madson Robert Pirro Created February 2007, Revised January 2013 Mayor and Aldermen Metropolitan Planning Commission Members Edna B. Jackson, Mayor J. Adam Ragsdale, Chairman Carolyn Bell, Alderwoman Post 1 At-Large W. Shedrick Coleman, Vice-Chairman Tom Bordeaux, Alderman, Post 2 At-Large Ellison Cook, Secretary Van R. Johnson, II, Mayor Pro Tem, Alderman District 1 Tanya Milton, Treasurer Mary Osborne, Vice-Chairman, Alderwoman District 2 Russell Abolt John Hall, Alderman District 3 James Blackburn Mary Ellen Sprague, Alderwoman District 4 Stephanie Cutter Dr. Estella Edwards Shabazz Alderman District 5 Ben Farmer Tony Thomas, Chairman, Alderman District 6 Stephen Lufburrow Timothy S. Mackey Lacy A. Manigault Murray Marshall Susan R. -
March 23, 1734: Georgia Native Americans Travel to England
March 23, 1734: Georgia Native Americans Travel to England Suggested Readings Danny Amor & Edward Cashin, Oglethorpe’s London: A Cabbie’s Tour of Colonial Georgia Sites (Augusta, GA: Center for the Study of Georgia History, 2002). Charles C. Jones Jr., Historical Sketch of Tomo-Chi-Chi, Mico of the Yamacraws (Albany, N.Y.: J. Munsell, 1868). Julie Anne Sweet. “Bearing Feathers of the Eagle: Tomochichi’s Trip to England.” Georgia Histoical Quarterly. Vol. 86, No. 3 (Fall 2002), pp. 339-371. Georgia Historical Society. http://www.jstor.org/stable/40584568 Helen Todd, Tomochichi: Indian Friend of the Georgia Colony (Atlanta: Cherokee, 1977). Encounter and Exchange in a New Colony, GHS: http://georgiahistory.com/containers/197 Tomochichi, GHS: http://georgiahistory.com/containers/312 “James Oglethorpe Presenting the Yamacraw Indians to the Georgia Trustees.” GeorgiaInfo. http://georgiainfo.galileo.usg.edu/verelst.htm “Tomochichi (ca. 1644-1739).” The New Georgia Encyclopedia. http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-689&hl=y “Trustee Georgia, 1732-1752.” New Georgia Encyclopedia. http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-816&sug=y www.todayingeorgiahistory.org March 23, 1734: Georgia Native Americans Travel to England Learn More Image Credits Audience Given by the Trustees of Georgia to a Delegation of Creek Indians, by William Verelst, gift of Henry Francis du Pont, 1956 Courtesy of the Winterthur Museum British and Indians sketch Courtesy of Ed Jackson Close up of Yamacraw Courtesy of Ed Jackson Crop, John Wesley teaching Indians Georgia Historical Society Postcard Collection, 1361PC 01 1 Courtesy of the Georgia Historical Society www.todayingeorgiahistory.org Oglethorpe, Artifact Collection, A-1361-532 Courtesy of the Georgia Historical Society George II The four Georges: the English Humorists of the eighteenth century, Main Collection, DA 483 A1 T33 Courtesy of the Georgia Historical Society George II ca. -
A Short History of Skidaway Island
A SHORT HISTORY OF SKIDAWAY ISLAND Digital Edition 2021 V.E. KELLY When A Short History of Skidaway Island was originally published in 1980, negro was still an accepted term by many. In consultation with the University of Georgia Scholarly Publishing Services, the decision was made to replace negro with black or African American in the 2021 edition of the book, except when the word is used in quotations from historic documents. Although these changes were made, the book is still a product of its time, and some of the language and concepts used herein may be considered inappropriate by today’s readers. Nevertheless, the work is reproduced in an effort to present a record of historical significance that we hope sparks conversation on these issues, as well as to share the book’s important documentation of Skidaway’s natural, geological, and human history. ISBN 978-0-8203-6073-7 ABOUT THIS DIGITAL EDITION For all those who live on, work on or visit Skidaway Island, this history is illuminating and we are in debt to the late V. E. Kelly (1915–2008) for his work on the project. Long out of print, this 2021 digital edition is made possible by the University of Georgia Scholarly Publishing Services, sponsored by UGA Marine Extension & Sea Grant under the leadership of Dr. Mark Risse who leads the Marine Education Center and Aquarium and the Shellfish Research lab and Oyster Hatchery on UGA’s Skidaway campus. They share this University of Georgia campus with the Skidaway Institute of Oceanography on the north end of Skidaway Island and it is an important site for marine research, education and outreach.