DOCSLIB.ORG

Student You Guide 2015-2016

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Student You Guide 2015-2016 STUDENT YOU GUIDE 2015-2016 Student Handbook PARENT INFO For A Path to Success on in Grades 5-12 BACK CCS STRATEGIC PLAN 2011-2017 GOAL 2: Our schools will be partners with families and the community to meet the academic, physical, social, and emotional needs of every student. Dear Parents, Guardians, and Charlottesville Community, This activity guide is intended to help you and your child to understand life at the secondary level in Charlottesville City Public Schools. As students transition from elementary school to middle school to high school, it is important that they use all of the resources of our schools to their advantage. From clubs, activities, and athletics, to Gifted and Special Education services, opportunities abound for students. Please use this guide as your personal reference to the resources available. In order to meet Goal 2 of our updated CCS Strategic Plan, we invite families to partner with us in meeting the physical, social, and emotional needs of students. We are looking forward to providing the best education available for our students and the community. Sincerely, Jill Dahl Principal Charlottesville High School Eric Johnson Principal Buford Middle School Vernon Bock Principal Walker Upper Elementary School CONTENTS School Information . .2 Bell Schedules . 3 Athletics and VHSL Activities . 9 Clubs and School Activities . 14 Fine Arts . .21 Scholarships and Awards . .23 SCHOOL INFORMATION Walker Upper elementary School 1564 Dairy Road ERIN (434) 245-2412 LV ES (434) 245-2612 FAX O http://www.charlottesvilleschools.org/walker W W Vernon Bock, Principal A L Blue and Yellow, School Colors K L E O R O SCH Wolverine, Mascot IDDLE BUForD mIDDle School ฀M ฀SC RD H 1000 Cherry Avenue O O F O (434) 245-2411 U L (434) 245-2611 FAX B http://www.charlottesvilleschools.org/buford Eric Johnson, Principal Blue and White, School Colors R e ! a s Trojan, Mascot dy es ฀for฀Greatn charlotteSVIlle hIGh School 1400 Melbourne Rd. (434) 245-2410 (office) (434) 245-2679 (attendance) (434) 245-2610 (FAX) http://www.charlottesvilleschools.org/chs Jill Dahl, Principal Black and Orange, School Colors Black Knight, Mascot 2 ERIN LV ES O W W A L K L E O R O SCH PHOTO: AARON EICHORST WALKER UPPER ELEMENTARY SCHOOL Walker runs a four-period day in which students take language arts, mathematics, and science/social Mission: To educate students to their highest studies for three of those periods . During the fourth potential and teach the common values of respect time slot, students have an alternating day schedule and effort . We will prepare our students to be lifelong with one of those days being physical education and learners and valued members of our society . We the next being their selected enriching arts class (art, will respect the community’s diversity and strive to band, choir, or orchestra) . The day also includes 25 maintain a safe and orderly environment . minutes of lunch and 25 minutes of recess . Daily Bell ScheDule Period 5th Grade Time 6th Grade Time Breakfast and homeroom 8:30 - 8:35 8:30 - 8:35 First period 8:35 - 10:15 8:35 - 10:15 Second period 10:15 - 11:05 lunch/recess 10:15 - 11:55 11:05 - 11:55 Fine arts/pe third period 11:55 - 1:35 11:55 - 12:45 lunch/recess 12:45 - 1:35 Fine arts/pe Fourth period 1:35 - 3:15 1:35 - 3:15 3 IDDLE ฀M ฀SC RD H O O F O U L B R ea s! dy es ฀for฀Greatn PHOTO: CITY SCHOOLYARD GARDEN BUFORD MIDDLE SCHOOL Buford operates a modified block schedule where students attend math and most English classes for Mission: To educate all students so that they will 90 minutes . Honors English, science, social studies, become responsible and productive citizens in a physical education, and exploratory/fine arts classes culturally diverse society . As a school community, we meet daily for 45 minutes . work diligently to implement our core expectations to ensure a successful middle school experience for our students, their families, and staff . DaIly Bell ScheDUle time/Block mon. & Wed.-Fri. tuesday’s advisory chromebook pickup & chromebook pickup & 8:22-8:27am morning announcements morning announcements 8:30-10:03am 1st period: 8:30-9:15 am 1st period:8:30-9:10am 1st Block 2nd period: 9:18-10:03am 2nd period: 9:13-9:53am teacher advisory 9:56-10:16 am 10:06-11:34am 3rd period: 10:06-10:46am 3rd period: 10:19-11:09am 2nd Block 4th period: 10:49-11:34am 4th period: 11:12:-11:52am 5th period: 11:37-12:51pm 5th period: 11:55-1:06pm 11:37-1:39pm 1st lunch: 11:37-12:05pm 1st lunch: 11:54-12:22pm 3rd Block 2nd lunch: 12:23-12:51pm 2nd lunch: 12:38-1:06pm 6th period 12:54-1:39pm 6th period: 1:09-1:49pm 1:42-3:15pm 7th period: 1:42-2:27pm 7th period: 1:52-2:32pm 4th Block 8th period: 2:30-3:15pm 8th period: 2:35-3:15pm Buford also offers an early-morning period for PE, which runs from 7:30-8:15am . To learn more, see your counselor . 4 CHARLOTTESVILLE HIGH SCHOOL The daily schedule is a seven period day with a mix of block and singleton periods . Students select Mission: To prepare our students to be successful their classes to meet graduation requirements and citizens of a global tomorrow through building engage in enrichment coursework . A typical schedule positive relationships, teaching of highest quality, and includes a course in each core area, in world learning characterized by inquiry, collaboration, and language, in health and physical education, and in an opportunity . elective area . DaIly Bell ScheDUle The daily schedule is based on a seven period day . Schedules vary according to school needs . monday, thursday, Friday tuesday, Wednesday period time period time 1 9:05-9:59am 1/2 9:05-10:35am 2 10:03-10:51am Bk time 10:39-11:14am 3 10:55-11:43am 3/4 11:18am-12:48pm 4 11:47am-12:35pm 1st lunch 12:52-1:22pm 1st lunch 12:39-1:09pm 5a class 12:52-1:40pm 5a class 12:39-1:27pm 2nd lunch 1:46-2:16pm 2nd lunch 1:31-2:01pm 5B class 1:28-2:16pm 5B class 1:13-2:01pm 6/7 2:20-3:50pm 6 2:05-2:53pm 7 2:57-3:50pm onlIne reSoUrceS CHS Twitter Site - @CHSBlackKnights CHS also offers an early-morning period for a CHS Activities Twitter Site - @ActivitiesCHS number of classes, which run from 8-8:50am . CHS Chat - #CHSBK To learn more, see your counselor . CHS Activities Chat - #BlackKnightNation 5 STUDENT SUPPORT SERVICES • CATEC (the Charlottesville Albemarle Technical Education Center) is a regional technical education Walker Upper elementary School center that is jointly operated by Albemarle County Students are assigned a group of three teachers in and Charlottesville City public school divisions . 5th grade who are the primary support team . They • College visits and planning . are responsible for meeting with parents, sending • WALK (Work Achieves Lasting Knowledge) is home communications, and having daily contact with an in-school program that supports students in the student . In sixth grade, students participate in earning necessary credits and manages barriers to class changes similar to the middle school model . on-time graduation . • Two school counselors provide services, from improving grades to dealing with loss in the family . • Virginia College Advising Corps assists students in exploring 2- and 4-year college options . • A school-wide AVID program supports the development of study skills, organization, and • YCAPP (Youth Challenged and Positively college readiness . Promoted) provides mentoring and support to students experiencing difficulties at home and/or • Educational Support Services (ESS) is offered in school . Crisis Intervention & Prevention Counseling conjunction with Region Ten and Elk Hill to help is available to students and families for mediation, students who are still learning behaviors that will conflict resolution and counseling . best serve them in the classroom . • A full-time nurse meets students’ medical needs . • A full-time nurse meets the medical needs of students . GIFTED EDUCATION BUForD mIDDle School School counseling staff collaborates with teachers, Walker Upper elementary School parents, and community agencies to provide Services are provided through the Quest academic, personal/social and career counseling . collaboration model, differentiated experiences for Programs include: high-ability learners in English and mathematics, • AVID (Advancement Via Individual Determination) and art classes during the school day and ArtQuest is a national research-based program that sessions after school . Gifted education specialists supports designated students in completing a meet regularly with teachers to plan and implement college-bound curriculum . curriculum and instruction for high-ability learners . • Buford Career Fair • College visits for all 8th graders BUForD mIDDle School • Teacher Advisory: all students meet in small Services are provided through English and math groups weekly with an adult every Tuesday for courses, and through art classes during the school 25 minutes to discuss topics such as character day and ArtQuest sessions after school . Gifted education, bullying prevention, career exploration, education specialists meet regularly with teachers college readiness, and community issues . to plan and implement curriculum and instruction for • Elk Hill provides mentoring and support to high ability learners . students experiencing difficulties at home and/ or school . Crisis Intervention & Prevention Counseling is available to students and families for charlotteSVIlle hIGh School mediation, conflict resolution and counseling . CHS offers honors, advanced placement, dual • A full-time nurse meets the medical needs of enrollment, and virtual learning opportunities .
Load more

Recommended publications
  • Virginia's Massive Folly
    Undergraduate Research Journal at UCCS Volume 2.1, Spring 2009 Virginia’s “Massive Folly”: Harry Byrd, Prince Edward County, and the Front Line Laura Grant Dept. of History, University of Colorado at Colorado Springs Abstract This paper examines the closure of public schools in Prince Edward County, Virginia from 1959- 1964 in an effort to avoid desegregation. Specifically, the paper traces the roots of the political actions which led to the closure and then-Governor Harry Byrd's role in Virginia's political machine at the time. The paper argues that it was Byrd's influence which led to the conditions that not only made the closure possible in Virginia, but encouraged the white citizens of Prince Edward County to make their stand. In September, 1959, the public schools in Prince Edward County, Virginia closed their doors to all students. While most white students were educated in makeshift private schools, the doors of public education remained closed until the Supreme Court ordered the schools to reopen in 1964. This drastic episode in Virginia’s history was a response to the public school integration mandated by the Brown vs. Board of Education decision in 1954. Prince Edward County was not the only district in Virginia to take this action; it was merely the most extreme case of resistance after state laws banning integration were struck down as unconstitutional. Schools all over the state closed, most only temporarily, and the white community rallied to offer white students assistance to attend segregated private schools rather than face integration in a movement termed “Massive Resistance.” While this “Brown backlash” occurred all over the South, it was most prevalent in the Deep South.
    [Show full text]
  • Jefferson School and Carver Recreation Center Other Names/Site Number ------~~VD=H=R~#~L~0~4-~5~0~8~7
    {Rrv. I 0·90) NPS Form 10·900 0MB No. 1024-0018 United States Department of the Interior National Park Service NATIONAL REGISTER OF HISTORIC PLACES REGISTRATION FORM This form is for use in nominating Or requesting deterniinations frir indi'viduaI piOpertie's and districts. See instructions in How to Complete the National Reglster ofHistoric Places Registration Form (National Register Bulletin 16A). Complete each item by marking "x" in the appropriate box or by entering the information requested. If any item does not apply to the property being documented, enter "N/A" for "not applicable." For functions, architectural classification, materials, and areas of significance, enter only categories and subcategories from the instructions. Place additional entries and narrative items on continuation sheets (NPS Form l0·900a). Use a typewriter, word processor, or computer, to complete all items. I. Name of Property historic name Jefferson School and Carver Recreation Center other names/site number --------~~VD=H=R~#~l~0~4-~5~0~8~7 2. Location street & number --~2~3~3~F~o~u~r~t~h~S~t~re~e~t~NW~~--------------not for publication N/ A city or town Charlottesville vicinity state Virginia code VA county_______ code 540 Zip 22901 3. State/Federal Agency Certification As the designated authority under the National Historic Preservation Act of 1986, as amended, I hereby certify that this _X~- nomination __ request for determination of eligibility meets the documentation standards for registering properties in the National Register of Historic Places and meets the procedural and professional requirements set forth in 36 CFR Part 60.
    [Show full text]
  • Bridgebuilders 2001–2016 Charlottesville, VA Drewary J
    BridgeBuilders 2001–2016 Charlottesville, VA DREWARY J. BROWN was a Charlottesville community leader who worked across racial and economic barriers to create opportunity for all within the community. The Bridge Builders are honored because they exemplified Drewary’s spirit in their own lifetimes building bridges between people to improve the lives of all. Preservation Piedmont, the nonprofit grassroots organization sponsoring this project, is dedicated to preservation, public awareness, and advocacy of historic resources in Charlottesville, Albemarle County, and adjacent localities. CONTENTS 2 Introduction 1998 Honoree 4 Drewary J. Brown 2001 Honorees 6 Sarah Patton Boyle 7 Mary Ann Elwood and William Allen Elwood 8 Edith “Winx” Lawrence 9 Mary Pierce Reese 9 Franz Gerhard Stillfried 10 Robert L. Tinsley, Sr. and Grace Quarles Tinsley 2002 Honorees 12 Frances C. Brand 13 John G. Conover 13 Alicia B. Lugo 15 Booker T. Reaves 2003 Honorees 17 Rev. Benjamin F. Bunn and Mrs. Imogene Bunn 19 Emily Couric 20 Francis H. Fife 21 Jane B. Foster 2004 Honorees 22 Raymond Lee Bell 23 Thomas Jerome Sellers 24 Helen B. “Sandy” Snook and John L. Snook, Jr. 25 Jay W. Worrall, Jr. 2005 Honorees 26 Paul M. Gaston 27 Matilda Kobre Miller 28 Rev. Henry B. Mitchell 29 Nancy K. O’Brien 30 Gerald C. Speidel 31 Eugene Williams 2006 Honorees 32 Virginia Banks Carrington 33 Elizabeth “Betz” Behrendt Gleason and Charles H. Gleason, M.D. 34 William W. Washington, Jr. 2016 Honorees 35 Luther Dow Cooley 36 Holly Marie Edwards 37 Teresa Jackson Walker Price 38 Mitchell Van Yahres BRIDGE BUILDers 1998–2016 1 INTRODUCTION When Charlottesville’s West Main Street Bridge adjacent to the Amtrak Railroad Station was redesigned in 1998, the City Council proposed naming it for Drewary J.
    [Show full text]
  • The Opponents of Virginia's Massive Resistance
    A RUMBLING IN THE MUSEUI^t: THE OPPONENTS OF VIRGINIA'S MASSIVE RESISTANCE James Howard Hershman, Jr. Leesburg, Virginia B.A., Lynchburg College, 1969 M.A., Wake Forest University, 1971 A Dissertation Presented to the Graduate Faculty of the University of Virginia in Candidacy for the Degree of Doctor of Philosophy Corcoran Department of History University of Virginia August, 1978 0 Copyright by James Howard Hershman, Jr 1978 All Rights Reserved ABSTRACT A Rumbling in the Museum: The Opponents of Virginia's Massive Resistance James Howard Hershman, Jr. University of Virginia, 1978 This dissertation is a study of the blacks and white liberals and moderates who opposed Virginia's policy of mas- sive resistance to the United States Supreme Court's school desegregation ruling in the Brown case. The origin of and continued demand for desegregation came from black Virginians who were challenging an oppressive racial caste system that greatly limited their freedom as American citizens. In the 1930's they b^gan demanding teacher salaries and school facilities equal to their white counter- parts. The National Association for the Advancement of Colored People provided lawyers and organizational assistance as the school protests became a mass movement among black Virginians. In 1951, the protest became an attack on public school segre- gation itself. /V The Brown decision and the response to it split white opinion into three groups. A few white liberals publicly ac- cepted racial integration as good; extreme segregationists vehemently rejected any change in the racial caste system; a third group occupied the more complex middle or moderate posi- tion.
    [Show full text]
  • Christ Episcopal Church Amidst Massive Resistance: a Theological Examination of Christian Duty
    Christ Episcopal Church Amidst Massive Resistance: A Theological Examination of Christian Duty Jennifer M. McBride Massive Resistance Through School Closings: A Narrative In 1896, the United States Supreme Court’s Plessy v. Ferguson opinion approved the philosophy of “separate but equal,” allowing the state to maintain distinct public facilities for black and white Americans provided that such facilities were equivalent in regards to funding and quality. However, by 1951, when the average black as compared to the average white school in Virginia was receiving only half of the local and state funding per child, often had too little space in inadequate buildings, while white and black teachers earned grossly disparate salaries, it had become strikingly obvious that separate schools were not at all equal and that white Southerners would never, of their own volition, attend to the black community’s rights. NAACP lawyers began challenging these injustices present in the school system in the 1930’s, and by the 1950’s they were contesting segregation itself. In 1954, the U.S. Supreme Court reversed its Plessy ruling and held in the Brown v. Board of Education of Topeka, Kansas case that “separate but equal” is inherently unequal and that segregated public education by race is unconstitutional. However, in its first decision, the court did not instruct the localities on how to implement desegregation, and a year later the Supreme Court remanded procedural decisions to the district courts, specifying that the localities must implement desegregation in the public schools “with all deliberate speed.”1 Deeming the state of Virginia as “the gateway to the South” and drawing from Civil War imagery, U.S.
    [Show full text]
  • A Primer on the Names and Namesakes of Charlottesville City
    A Primer on the Names and Namesakes of Charlottesville City Schools 1 License 3 Introduction 4 Summary 6 Timeline 8 Venable Elementary (1925) 11 George Rogers Clark Elementary (1931) 23 Johnson Elementary (1954) 26 Burnley-Moran Elementary (1954) 29 Greenbrier Elementary (1962) 36 Walker Upper Elementary (1966) 37 Buford Middle (1966) 40 Jackson-Via Elementary (1969) 43 Charlottesville High (1974) 49 Lugo-McGinness Academy (2014) 50 City Public Schools, 1920-1921 52 References 54 Document Revision History 57 2 License The text in this document is released under the license Creative Commons CC0 1.0 Universal. The text of this license can be found at https://creativecommons.org/publicdomain/zero/1.0/legalcode. ​ This license allows for use without restriction and without attribution. 3 Introduction In order to ask ourselves who we are as a community today and who we want to be in the future, we must know who we have been as a community in the past. And like most school districts, the names of the Charlottesville City Schools provide us with a window into that past, as many of the buildings have been named after one or more individuals who occupy parts of our shared history. Current facilities naming policy (FFA-R), which can, but does not have to, be used for naming new schools indicates that this should be (1) for “a significant contribution to the division,” and (2) that the person will have made a “lasting impact” that was “exceptional and well beyond expectation.” The FFA-R naming policy also stipulates that a school may be considered for renaming if “a future nominee matches and/or exceeds those standards of the person(s) or business(s) for whom the facility is currently named.” As detailed in this document, George Rogers Clark is the only school namesake who has no connection to the school division.
    [Show full text]
  • Serves As the Go
    RESOLUTION OF THE ALBEMARLE COUNTY SCHOOL BOARD WHEREAS, the Albemarle County School Board (“School Board”) serves as the governing body for the School Division and has responsibility for ensuring that it is an effective school system dedicated to establishing a community of learners and learning; and WHEREAS, the National Register of Historic Places as administered by the Virginia Department of Historic Resources in partnership with the National Park Service, a part of the United States Department of the Interior, is the official list of this nation’s historic places worthy of preservation; and WHEREAS, the Virginia Landmarks Register, managed by the Virginia Department of Historic Resources, is designed to educate the public educate about the significance of listed places; and WHEREAS, the Burley Varsity Club has led a community campaign to commemorate Jackson P. Burley High School’s historic significance in Albemarle County and the City of Charlottesville; and WHEREAS, In 1949, the Charlottesville School Board combined Jefferson High School, Esmont High School, and Albemarle County Training School, into a single high school for all the black students in this area. The city purchased land from Jackson P. Burley, a teacher, church worker, and leader within the Charlottesville community, and constructed the new school on a seventeen-acre tract of land located on Rose Hill Drive. Construction began on the site in 1950; and WHEREAS, the school was opened for classes in September, 1951, and operated through 1967. During the first year of occupancy, a total of 542 students were enrolled to constitute the first Jackson P. Burley High School student body.
    [Show full text]
  • A Driving Tour of Charlottesville's Notable Trees
    A Driving Tour of Charlottesville’s Notable Trees Welcome to the Notable Trees Driving Tour, presented by the Charlottesville Area Tree Stewards. The 25 trees you will visit today are notable for their size, their history, and in some cases, their rarity—especially in the face of pests and diseases that have put their species in jeopardy. Some of the trees are on private property. Please view them from a respectful distance, such as from the street or sidewalk. Tree 1: The Landmark Sycamore at Quarry Park Our tour begins at the southern edge of Charlottesville near the interchange of Interstate 64 and State Route 20. From the Interstate exit ramps, head north on Route 20 and immediately enter the left lane. In the median you will see young trees that the Tree Stewards and our partners have planted in recent years as part of the Monticello Gateway project. Enter the first turn lane on the left, and make a left turn onto Quarry Road. Be careful! This can be a busy stretch of highway, especially during rush hour. Proceed to Quarry Park on the left and park in the lot by the baseball field. You will see a large Sycamore—one of the city’s most beloved public trees—down the hill beside Moores Creek. It was dedicated as a Landmark Tree on Arbor Day in 2013. With its broad toothed leaves and peeling bark, revealing shades of gray, brown, and white, this iconic species is easily recognized and often found on the banks of rivers and streams. The trunk of this tree is nearly five feet in diameter, but it can get even larger.
    [Show full text]
  • White Paper on Building a Healthy and Just Local Food System
    Charlottesville Food Justice Network White Paper on Building a Healthy and Just Local Food System Identifying and understanding disparities in food access, defining food justice, and a call to action to craft equitable practices and policies that uphold food as a basic human right JANUARY 2018 Acknowledgements The Charlottesville Food Justice Network (CFJN) was made possible through the support of the USDA’s Community Food Projects grant awarded to City Schoolyard Garden, City of Promise, and Charlottesville Urban Agricultural Collective. The work and collaboration support for this paper was backed by the CFJN Planning Team. Special thanks goes out to the Jefferson School African American Heritage Center for providing a supportive environment for hosting CFJN events and gatherings, the Center for Nonprofit Excellence for lending capacity building services, and University of Virginia students, Katie Neal, Olivia Raines, and Allie Arnold for providing research assistance. Lastly, City Schoolyard Garden’s Jeanette Abi-Nader and Shantell Bingham for playing a progressive part in coordinating and facilitating the CFJN. This white paper is the curated research of Shantell Bingham, M.P.H., City Schoolyard Garden Liaison to Charlottesville Food Justice Network & CFJN Facilitator. Suggested Citation (MLA): Bingham, Shantell. City Schoolyard Garden. Charlottesville Food Justice Network. White Paper on Building a Healthy and Just Local Food System. Charlottesville, Va. 2018. ONLINE. interventions for systemic change is not Introduction impossible. This is the understanding and In 2015, 42 million people struggled with core principal of the Charlottesville Food hunger in the United States, including 13 Justice Network, an emerging collaborative million children and 5.4 million seniors1.
    [Show full text]
  • Virginia High School Voter Registration Unique Url's
    VIRGINIA HIGH SCHOOL VOTER REGISTRATION UNIQUE URL'S VIRGINIA HIGH SCHOOL VOTER REGISTRATION UNIQUE WEBSITE OTHER Option for High School https://vote.elections.virginia.gov/thirdparty/InspireVA/OTHER Abingdon High School, Abingdon https://vote.elections.virginia.gov/thirdparty/InspireVA/abingdonhs Albemarle High School, Charlottesville https://vote.elections.virginia.gov/thirdparty/InspireVA/albemarlehs Alexandria Friends School, Alexandria https://vote.elections.virginia.gov/thirdparty/InspireVA/alexandriafriendsschool Alleghany High School, Low Moor https://vote.elections.virginia.gov/thirdparty/InspireVA/alleghanyhs Alliance Christian High School, Portsmouth https://vote.elections.virginia.gov/thirdparty/InspireVA/alliancehs Altavista High School, Altavista https://vote.elections.virginia.gov/thirdparty/InspireVA/altavistahs Amelia Academy, Amelia Court House https://vote.elections.virginia.gov/thirdparty/InspireVA/ameliaacademy Amelia County High School, Amelia Court House https://vote.elections.virginia.gov/thirdparty/InspireVA/ameliahs Amherst County High School, Amherst https://vote.elections.virginia.gov/thirdparty/InspireVA/amhersths Annandale High School, Annandale https://vote.elections.virginia.gov/thirdparty/InspireVA/annandalehs Appomattox County High School, Appomattox https://vote.elections.virginia.gov/thirdparty/InspireVA/appomattoxhs Appomattox Regional Governor's School for the Arts And Technology, Petersburg https://vote.elections.virginia.gov/thirdparty/InspireVA/appomattoxgovschool Arcadia High School, Oak Hall
    [Show full text]
  • Nomination Form, 2005
    VLR Listed: 9/17/2020 NPS Form 10-900 0MB No. 1024·0018 United States Department of the Interior NRHP Listed: 11/24/2020 National Park Service National Register of Historic Places Registration Form This form 1s for use m nominating or requesting determinations for individual properties and dislricls See inslructions m National Register Bullelin, Ho1t· to Complete the Nallonal Regis/er of" H1stor1c Places Registratio11 Form. If any item does not apply to the property bemg documented. enter "NIA" for "nol applicable.· For functions, architectural classification, materials, and areas of significance, enter onl)• categoncs and subcategories from the mslructlons. 1. Name of Property Historic name: Jackson P. Burley High School Other names/site number: Burley School; Jackson P. Burley Middle School/ OHR no. I 04- 5276-0064 Name of related multiple property listing: NIA (Enter "NIA" if property is not part of a multiple property listing 2. Location Street & number: 90 I Rose Hill Drive City or town: Charlottesville----~~-~~~~--------------------- State: """""V-A_____ County: Independent City Not For Publication:~ Vicinity:0 3. State/Federal Agency Certification As the designated authority under the National Historic Preservation Act, as amended, I hereby certify that this .x_nomination _ request for determination of eligibility meets the documentation standards for registering properties in the National Register of Historic Places and meets the procedural and professional requirements set forth in 36 CFR Part 60. In my opinion, the property _x_ meets _ does not meet the National Register Criteria. I recommend that this property be considered significant at the following level(s) of significance: national _statewide _.x__local Applicable National Register Criteria: -X_A _B _.x__c _D Date Virginia Department of Historic Resources State or Federal agency/bureau or Tribal Government In my opinion, the property _meets _does not meet the National Register criteria.
    [Show full text]
  • Charlottesville's History of Religion, Education, Arts and Entertainment
    Charlottesville’s History of Religion, Education, Arts and Entertainment 1762-1887, As a Town Religion Cultural institutions of religion, education, art, and entertainment were established in the town over time, but religion was among the most influential aspects of culture in the town era. The courthouse was the meeting place for most cultural events including religion. One of the earliest churches in the courthouse that can be documented was the Calvinistical Reformed Church. Six months after drafting the Declaration of Independence Thomas Jefferson drafted another document that started this new independent Christian congregation. It was formed in 1777 and Jefferson pledged the most voluntary financial support for its pastor, his friend and area political leader, Reverend Charles Clay. But this historically important church did not survive the extreme economic difficulties of the post-war period. In the post-independence era the city suffered economically after the war and many people turned to faith for comfort. A religious awakening lasted in the area from 1784 to 1789, with Presbyterian James Waddell leading services in the courthouse. Religious leaders who organized meetings for the Baptists and Methodists were John Leland and Henry Fry, respectively. These revivalists also lobbied James Madison of nearby Orange County and the state legislature to finally pass Jefferson’s Statute for Religious Freedom in 1786, along with Jefferson’s Statute to Punish Sabbath Breakers at the same time. A decade or so later during Jefferson’s presidency, another religious revival swept through the Charlottesville area, sometimes known as the Second Great Awakening. More open-air religious “camp meetings” were held in the Charlottesville area than in any other part of the state between 1800 and 1806.
    [Show full text]