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New York City's Small Public Schools: Opportunities for Achievement. INSTITUTION New York Networks for School Renewal, NY
DOCUMENT RESUME ED 430 767 RC 021 998 AUTHOR Brownell, Carol, Ed.; Libby, Joan TITLE New York City's Small Public Schools: Opportunities for Achievement. INSTITUTION New York Networks for School Renewal, NY. SPONS AGENCY Annenberg Foundation, St. Davids, PA. PUB DATE 1999-00-00 NOTE 24p.; Other funding by the New York City Board of Education; Time Warner, Inc.; Aaron Diamond Foundation; Charles Hayden Foundation; Ford Foundation; The Chase Manhattan Foundation; Carnegie Corporation of New York; Stella and Charles Guttman Foundation; Viacom, Inc.; and Nippon Steel U.S.A., Inc. Photographs and map may not reproduce adequately. PUB TYPE Reports Descriptive (141) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS Academic Achievement; Diversity (Student); Educational Change; Educational Environment; Educational Practices; Elementary Secondary Education; *Outcomes of Education; Parent Participation; Participative Decision Making; Partnerships in Education; Public Schools; *School Community Relationship; *Small Schools; *Urban Schools IDENTIFIERS *New York City Board of Education; *New York Networks for School Renewal; Reform Efforts ABSTRACT In 1994, four New York City school reform organizations joined to form the New York Networks for School Renewal (NYNSR) and received the first Annenberg Challenge urban grant. NYNSR goals are to expandthe number of small, excellent public schools in New York City neighborhoods, particularly those with few educational options; encourage the spreadof practices that help students succeed; build supportive small school networks; and advocate for increased school autonomy. Whether as new schools or as large schools redesigned into small units, small scale has been the key. NYNSR schools average 300 students. Many schools utilize servicelearning and internships, and all have partnerships with local organizations and universities to connect students to the responsibilities of citizenship and work. -
Introducing New Amsterdam One Useful Way to Understand History Is to Forget “History” and Instead Think of the Introducing Past in Terms of Archaeology
Life in New Amsterdam Educator Resource Guide This guide is made possible by The Netherlands Consulate General in New York. Russell Shorto Introducing New Amsterdam One useful way to understand history is to forget “history” and instead think of the Introducing past in terms of archaeology. Think of layers of civilization, one on top of the other. New Amsterdam Now imagine yourself with a shovel, standing on the surface. You begin digging into the layers of America’s story, searching for its beginnings. You dig through the 20th century, and reach the 19th, finding remnants of the era of horse–drawn buggies, of the Civil War, of the advent of steam–engines. You dig further, and come to the American Revolution: the powdered wigs, the muskets, the gentlemen in Philadelphia grandly inscribing their signatures to a document declaring their independence from Great Britain. This is it: the bedrock of American culture and history, the bottom layer. But no, of course that is not true. Beneath the Revolution lies the colonial period, with its cities burgeoning, its tobacco plantations worked by slaves, its residents thinking of themselves not so much as Americans but as Virginians or Pennsylvanians or New Yorkers. This, then, surely, is the bedrock, the root of all later American history. Actually, no. For the colonies of the 18th century have their roots in the 17th century. Many of these original European settlements — Virginia, the Massachusetts Bay Colony — were English. But not all of them were. This volume explores one of those earliest colonies, which was not founded by the English and which, though largely forgotten in the standard telling of American history, exerted an enormous influence on American culture. -
Before Albany
Before Albany THE UNIVERSITY OF THE STATE OF NEW YORK Regents of the University ROBERT M. BENNETT, Chancellor, B.A., M.S. ...................................................... Tonawanda MERRYL H. TISCH, Vice Chancellor, B.A., M.A. Ed.D. ........................................ New York SAUL B. COHEN, B.A., M.A., Ph.D. ................................................................... New Rochelle JAMES C. DAWSON, A.A., B.A., M.S., Ph.D. ....................................................... Peru ANTHONY S. BOTTAR, B.A., J.D. ......................................................................... Syracuse GERALDINE D. CHAPEY, B.A., M.A., Ed.D. ......................................................... Belle Harbor ARNOLD B. GARDNER, B.A., LL.B. ...................................................................... Buffalo HARRY PHILLIPS, 3rd, B.A., M.S.F.S. ................................................................... Hartsdale JOSEPH E. BOWMAN,JR., B.A., M.L.S., M.A., M.Ed., Ed.D. ................................ Albany JAMES R. TALLON,JR., B.A., M.A. ...................................................................... Binghamton MILTON L. COFIELD, B.S., M.B.A., Ph.D. ........................................................... Rochester ROGER B. TILLES, B.A., J.D. ............................................................................... Great Neck KAREN BROOKS HOPKINS, B.A., M.F.A. ............................................................... Brooklyn NATALIE M. GOMEZ-VELEZ, B.A., J.D. ............................................................... -
Free Summer Meals Nyc 2021
FREE SUMMER MEALS NYC 2021 As of 7/12/2021 - Locations, dates and times are subject to change Summer End Community Halal NYCHA Region District School-Name Site - Address City Zip Notes Date Feeder Kosher Yes Halal M 1 P.S. 020 Anna Silver 166 ESSEX STREET MANHATTAN 10002 8/20/2021 Yes M 1 East Side Community School 420 East 12 Street MANHATTAN 10009 8/20/2021 Yes M 1 The STAR Academy - P.S.63 121 EAST 3 STREET MANHATTAN 10009 8/20/2021 Yes Yes M 1 P.S. 064 Robert Simon 600 EAST 6 STREET MANHATTAN 10009 9/3/2021 Yes M 1 P.S. 110 Florence Nightingale 285 DELANCY STREET MANHATTAN 10002 8/20/2021 Yes Yes M 1 P.S. 142 Amalia Castro 100 ATTORNEY STREET MANHATTAN 10002 9/3/2021 Yes Yes M 1 P.S. 188 The Island School 442 EAST HOUSTON STREET MANHATTAN 10002 8/20/2021 Yes Yes M 1 Lower East Side Preparatory High Sch 145 STANTON STREET MANHATTAN 10002 9/3/2021 Yes Yes M 1 University Neighborhood Middle Schoo 220 HENRY STREET MANHATTAN 10002 9/3/2021 Yes Yes M 1 New Design High School 350 GRAND STREET MANHATTAN 10002 9/3/2021 Yes Yes M 1 New Explorations into Science, Techn 111 COLUMBIA STREET MANHATTAN 10002 9/3/2021 Yes M 1 Hamilton Fish Pool 128 Pitt Street MANHATTAN 10002 9/3/2021 Yes M 1 Tompkins Mini Pool 9th Street and Avenue A. MANHATTAN 10009 9/3/2021 Yes M 1 Dry Dock Pool Easy 10th Street between Ave C and D MANHATTAN 10009 9/3/2021 Yes M 2 P.S. -
Three Rivers of Yonkers a Curriculum for 4Th and 5Th Grades
Three Rivers of Yonkers A Curriculum for 4th and 5th Grades Lesson plans, resources and maps: An interdisciplinary approach to urban environmental education in the classroom focusing on the Hudson River, Bronx River, and Saw Mill River. © Produced by: Sarah Lawrence College Center for the Urban River at Beczak in partnership with Yonkers Public Schools (2015) Introduction The “Three Rivers” curriculum was designed and developed in partnership between the Yonkers Public Schools (www.yonkerspublicschools.org) and the Sarah Lawrence Center for the Urban River at Beczak (CURB) www.centerfortheurbanriver.org . The Three Rivers of Yonkers curriculum offers six interdisciplinary units of study that align with the New York State Common Core Learning Standards. This curriculum was created Tby a team of teachers from Yonkers Public Schools with support and guidance from the District’s administration, and staff from the former Beczak Environmental Education Center and the Sarah Lawrence College Center for the Urban River at Beczak. This new curriculum will help stimulate students’ interest in science at an early age and will encourage students to become stewards of the Hudson, Bronx, and Saw Mill Rivers. It is hoped that it will also motivate students to develop life-long habits of environmental citizenship. Of the six units, three are designed to be taught at the end of grade four and three at the beginning of grade five. Each unit is composed of four lessons connected to one another through an “essential question” that directs the themed investigation of the topic. Each lesson integrates English language arts, mathematics, science, and social studies as well as the usage of technology and art. -
Dutch Exploration and Settlement in North America
Name__________________________________________ Date___________ Mankes, Period_____ Dutch Exploration and Settlement in North America Just like the French, the Dutch also wanted to look for new ways to reach the riches of Asia. Dutch people are from The Netherlands in Europe. In 1609, the English explorer Henry Hudson sailed for the Dutch. His ship, the Half Moon, entered present-day New York harbor. Hudson continued to sail some 150 miles up the river that today bears his name. Even though he failed to find a northwest passage, he did map and explore this area. We will watch a brief video about Dutch New York. Answer the questions below based on information from the video. https://www.thirteen.org/dutchny/video/video-dutch-new-york/ (stop the video at 11:40) 1. What would Manhattan have looked like when Hudson landed in 1609? (Describe the land, water, animals, landscape) 2. Describe relations between the early Dutch settlers and Native Americans. 3. Write one more interesting fact you learn from the video. In 1626, Peter Minuit led a group of Dutch settlers to the mouth of the Hudson River. There, he bought Manhattan Island from local Indians. Minuit called the settlement New Amsterdam. Other colonists settled father up the Hudson River. The entire colony was known as New Netherland (later becomes New York) New Amsterdam grew into a busy trading port. The Dutch welcomed people of many nations and religions to their colony. “On the island of Manhattan…there may well be four or five hundred men of different…nations…men of eighteen different languages…” -Father Isaac Jogues, 1609 After reading Father Jogues quote, why might someone consider New Amsterdam as a “multicultural” settlement? ______________________________________________________________ ______________________________________________________________________________________ The Dutch and French soon became rivals in the fur trade. -
The Attitude of European States Toward Emigration to the American Colonies and the United States, 1607-1820
Ube Tllniverstt^ of Cblcago THE ATTITUDE OF EUROPEAN STATES TOWARD EMIGRATION TO THE AMERICAN COLONIES AND THE UNITED STATES, 1607-1820 A PART OF A DISSERTATION SUBMITTED TO THE FACULTY OF THE DIVISION OF THE SOCIAL SCIENCES IN CANDIDACY FOR THE DEGREE OF DOCTOR OF PHILOSOPHY DEPARTMENT OF HISTORY 1937 By JOHN DUNCAN BRITE Private Edition, Distributed by THE UNIVERSITY OF CHICAGO LIBRARIES CHICAGO, ILLINOIS 1939 UNIVERSITY OF FLORIDA LIBRARY Ube XDlniversttp of Cbicago THE ATTITUDE OF EUROPEAN STATES TOWARD EMIGRATION TO THE AMERICAN COLONIES AND THE UNITED STATES, 1607-1820 A PART OF A DISSERTATION SUBMITTED TO THE FACULTY OF THE DIVISION OF THE SOCIAL SCIENCES IN CANDIDACY FOR THE DEGREE OF DOCTOR OF PHILOSOPHY DEPARTMENT OF HISTORY 1937 By JOHN DUNCAN BRITE Private Edition, Distributed by THE UNIVERSITY OF CHICAGO LIBRARIES CHICAGO, ILLINOIS 1939 UNIVERSITY OF FLORIDA 3 3 1262 08645 477 Prefatory Note The chapters reproduced herewith as the "essential portion" of the doctoral dissertation of John Duncan Brite contain footnote references to other parts which are to be found in the complete dissertation, which is on file only in the University of Chicago Libraries. Ii4867 CHAPTER rV PROMOTION AGENTS AlID THEIR ACTIVITIES The actual enlistment of the emigrant and the mak ing of the arrangements for his journey to America were usually effected by promotion agents of various kinds. Their authority came from landed proprietors, colonization companies, governments, rellgioxis groups, colonial legislatures, and other sources. An agent might have been a proprietor hL..self or the representative of another agent. On the other hand, he might have been promoting emigra- tion purely for personal profit, and without authority from any- one else. -
Teachers of Tomorrow School List 2009-2010
Teachers of Tomorrow School List 2009-2010 Geog. Code School Name Level Dist. D75/D79 Borough O490 Phoenix Academy High 00 D79 Bronx X722 721 Sped Ungraded 00 D75 Bronx Central-HQ- XH75 Home Schooling Citywide 00 D75 Bronx Central-HQ- XLC1 Bronx Alternate Learning Center Citywide 00 D88 Bronx X001 P.S. 001 Courtlandt School Elementary 07 Bronx X005 P.S. 005 Port Morris Elementary 07 Bronx X017 P.S. X017 K-8 07 D75 Bronx X018 P.S. 018 John Peter Zenger Elementary 07 Bronx X025 P.S. 025 Bilingual School K-8 07 Bronx X029 P.S./M.S. 029 Melrose School K-8 07 Bronx X030 P.S. 030 Wilton Elementary 07 Bronx P.S./M.S. 031 The William Lloyd X031 Garrison K-8 07 Bronx X043 P.S. 043 Jonas Bronck Elementary 07 Bronx X049 P.S. 049 Willis Avenue Elementary 07 Bronx X065 P.S. 065 Mother Hale Academy Elementary 07 Bronx X151 J.H.S. 151 Lou Gehrig Middle 07 Bronx X154 P.S. 154 Jonathan D. Hyatt Elementary 07 Bronx X155 P S 155 UngradedUngraded 07 D75 BronxBronx X157 P.S. 157 Grove Hill Elementary 07 Bronx X161 P.S. 161 Ponce De Leon Elementary 07 Bronx X162 J.H.S. 162 Lola Rodriguez De Tio Middle 07 Bronx X168 P.S. 168 K-12 07 D75 Bronx X179 P.S. 179 Elementary 07 Bronx X203 M.S. 203 Middle 07 Bronx South Bronx Preparatory: A College X221 Board School Secondary 07 Bronx M.S. 223 The Laboratory School of X223 Finance and Technology Middle 07 Bronx X224 P.S. -
Letter from Arent Van Curler to Kiliaen Van Rensselaer
ARENT VAN CURLER & THE FLATTS History, Archaeology & Art Illuminate a Life on the Hudson DOCUMENTS Letter of Arent van Curler to Kiliaen van Rensselaer, June 16, 1643 1 [I] [Laus Deo! At the Manhatans, this 16th of June, 1643] [Most honorable, wise, powerful and very discreet Sir, my Lord Patroon:] [With humble greetings, this will serve to wish your Honor and your dearly beloved wife good fortune, prosperity and steady happiness. On the 4th instant, I received your Honor's favor,2 of which I have noted the contents and to which this will serve for answer.] [First, touching the serious discontent which your Honor feels] toward me because the accounts and books are not being sent over, I have not much to say. But I am not wholly to blame for this. For the accounts and books that concern me, we can quickly get ready, but as to the farmers, one can get no accounts from them, and van der Donck does not even speak to them about it, according to his instructions, nor has he done anything about it as long as he has been in the colony. I have thus far [only] once had accounts from some of the farmers. One could not make head or tail out of them, for they mentioned only disbursements and no receipts, and moreover charged: to this one, so much—to that one, so much, without once indicating what the charges were for. They could specify very well what they had spent on account of the patroon, but as to what they had spent for their own use they knew nothing about, although they were very careful to remind me to book what was to be charged to the patroon. -
Notes: New Netherlands- the Dutch in New York 2020
Binder Page 15 Name___________________________________________________ Period________ Date ___________ New Netherland: The Dutch in New York The Dutch people are from the country known as the Netherlands (or sometimes as Holland). In the late 16th century, the Dutch economy was booming and growing. Businesses were doing extremely well and there was lots of money to be made. Their main city, Amsterdam, was the world’s financial center. The Dutch fleet was the greatest in the world. Dutch ships were present in most ports of the known world, and Dutch captains were responsible for discovering Australia and New Zealand. The Dutch East India Company was the company that was making much of this growth happen. The name “East India Company” meant that they were trying to make money with voyages to the “East,” meaning Asia. They were sending ships all over the world, including the voyage of Henry Hudson. With his crew of the Half Moon, Hudson explored the coastlines of northern North America in search of a Northwest Passage to Asia. His ship made the voyage up what we now call the Hudson River. Hudson’s voyage helped to change the European attitudes toward the New World. Most explorers regarded America as simply a roadblock that kept them from the riches of the East. However, Hudson found a beautiful landscape, many harbors, fertile valleys and, most importantly, a large number of fur-bearing animals. The New World offered riches of its own, and the fur trade would become very important for a new colony. In 1621, a new trading firm was established: the Dutch West India Company. -
Native Americans, the Dutch, and Mistress Anne Hutchinson By
Native Americans, the Dutch, and Mistress Anne Hutchinson By Richard Forliano Eastchester Town Historian When Henry Hudson, an Englishman of dark and moody character, arrived on his ship the Half Moon in 1609 and sailed up the river that would take his name, he claimed the land that would later be called New York for the Netherlands. Hudson was looking for the elusive Northwest Passage to India. His initial contact with the Indians did not go well, when John Colman, one of his crew, perished after taking an arrow to the neck. Hudson would be dead in the next 2 years. The first evidence of humans in this area seems to date from 5000 BC. Primarily hunters and gatherers, hunting deer, rabbits, bear, elk, birds and collecting nuts, seeds, and berries. As time passed, these semi- nomadic tribes began to raise corn, beans, and squash while also harvesting shellfish of clams, oysters, and mussels from the nearby seashore. When Hudson arrived, a variety of tribes spoke the Lenni Lenape tongue with odd sounding names like Wickquasageck and Rechgawawank (Manhattans). The indigenous people, contrary to popular belief, did not refer to themselves as Siwanoy, although the Europeans called them by that name. These tribes all shared some general cultural characteristics. The village was the most important unit and tribal allegiance was extremely loose. These people spoke the Lenni Lenape language but different tribal groups had their own dialects. Communication with each other was difficult. These societies known to Europeans as Algonquians often lived in wigwams, made dug-out canoes, and used slash-burn methods to clear the land. -
Craig Gravina & Alan Mcleod
CRAIG GRAVINA & ALAN MCLEOD Published by American Palate A Division of The History Press Charleston, SC 29403 www.historypress.net Copyright © 2014 by Craig Gravina and Alan McLeod All rights reserved Front cover: Albany skyline. Courtesy of Albert Gnidica. First published 2014 Manufactured in the United States ISBN 978.1.60949.512.7 Library of Congress CIP data applied for. Notice: The information in this book is true and complete to the best of our knowledge. It is offered without guarantee on the part of the author or The History Press. The author and The History Press disclaim all liability in connection with the use of this book. All rights reserved. No part of this book may be reproduced or transmitted in any form whatsoever without prior written permission from the publisher except in the case of brief quotations embodied in critical articles and reviews. To our wives, neither of whom particularly like beer, but put up with us anyway. CONTENTS Acknowledgements 7 Introduction 9 1. The Dutch and New Netherland in the 1600s 11 2. Colonial-Era Brewing: Local Water, Wheat Malt and Dutch Hops 29 3. British Albany from the 1660s to 1800: Building on the Dutch Legacy of the 1600s 34 4. The 1800s 51 5. 1900 to the Present Day 107 6. Conclusion 143 7. A Beer and Brewery Tour 145 Selected Bibliography 151 Index 155 About the Authors 160 ACKNOWLEDGEMENTS irst of all, Craig would like to thank his family (Amy, Zoe and Will) and F Alan would like to thank his (Ellen, Abby, David and Annie) for their patience and support.