Along the Ohio Trail (PDF)
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Date & Origin of County Names
Bulletin 2018-6 June 11, 2018 COUNTY HISTORICAL DATA Date and Origin of County Names County Date Named Origin of Name Named for President John Adams, during whose administration the Adams 1797 county was organized. Allen 1820 Named for Ethan Allen, Revolutionary War hero. Ashland 1846 Named for “Ashland,” home of Henry Clay, near Lexington, KY. Named for the Ashtabula River, and Indian word meaning “fish Ashtabula 1805 river.” Sit of the first institution of higher learning in the Northwest Territory Athens 1808 founded by Federal Land Grant and named for Athens, Greece. Named for the Auglaize River, and Indian word meaning “fallen Auglaize 1848 timbers.” Come from the French words “Belle Monte,” meaning beautiful Belmont 1801 mountain, descriptive of the high, rugged hills. Named for General Jacob Brown, who defeated the British in the Brown 1818 Battle of Lundy’s Lane. Named in honor of General Richard Butler, who was killed when Butler 1803 forces led by General St. Clair were massacred by Indians. Named for Charles Carroll, last surviving signer of the Declaration Carroll 1833 of Independence. Comes from the French word meaning “a plain,” because of the Champaign 1805 character of its surface. Named for General George Roberts Clark, who defeated the Clark 1818 Indians near Springfield, the county seat. Clermont 1800 Comes from the French works meaning “clear mountain”. Named for George Clinton, Vice President of the United States Clinton 1810 when it was organized. County Date Named Origin of Name Columbiana 1803 A fanciful named derived from the names of Columbus and Anna. Coshocton 1810 Indian word meaning “black bear town.” Named in honor of Colonel William Crawford, burned at the stake Crawford 1820 by the Indians nearby. -
Cesarean Section Rates from the 2015 Leapfrog Hospital Survey
Cesarean Section Rates from the 2015 Leapfrog Hospital Survey Results reflect submissions received by December 31, 2015 Hospital City State Rate Performance Alaska Regional Hospital Anchorage AK 33.5% Willing to Report Bartlett Regional Hospital Juneau AK Declined to Respond Central Peninsula General Hospital Soldotna AK Declined to Respond Fairbanks Memorial Hospital Fairbanks AK 15.3% Fully Meets Standard Mat‐Su Regional Medical Center Palmer AK Declined to Respond Providence Alaska Medical Center Anchorage AK 20.0% Fully Meets Standard Andalusia Regional Hospital Andalusia AL 22.1% Fully Meets Standard Athens‐Limestone Hospital Athens AL Declined to Respond Atmore Community Hospital Atmore AL Declined to Respond Baptist Medical Center East Montgomery AL Declined to Respond Baptist Medical Center South Montgomery AL Declined to Respond Bibb Medical Center Centreville AL Declined to Respond Brookwood Medical Center Birmingham AL 31.9% Some Progress Bryan W. Whitfield Memorial Hospital Demopolis AL Declined to Respond Bullock County Hospital Union Springs AL Declined to Respond Cherokee Medical Center Centre AL Declined to Respond Citizens Baptist Medical Center Talladega AL Declined to Respond Clay County Hospital Ashland AL Declined to Respond Community Hospital of Tallassee Tallassee AL Declined to Respond Coosa Valley Medical Center Sylacauga AL Declined to Respond Crenshaw Community Hospital Luverne AL Declined to Respond Crestwood Medical Center Huntsville AL Declined to Respond Cullman Regional Medical Center Cullman AL Declined -
9 the British Alliance of 1812–14
9 The British Alliance of 1812–14 Chapter Outline This chapter examines the War of 1812 and, in particular, the role that Tecumseh had in this event. By the early 1800s, the intentions of the Americans were clear. The Americans were expanding, and it would be to the west where they would seek land. The War of 1812 can be viewed as a continu- ance of the American War of Independence, as this inconclusive war had left unresolved several im- portant matters, such as those relating to Indigenous Peoples and their lands. In a similar fashion to Obwandiyag, Tecumseh, a part-Shawnee and part-Cree leader, rose to the forefront as an advocate for a pan-Indigenous movement. Like Obwandiyag, Tecumseh was linked to a prophet. Tenskwa- tawa was known as the Shawnee Prophet and happened to be Tecumseh’s brother. Tenskwatawa argued that no particular tribe had the right to give up land as its own. Tecumseh had a particular disdain for Americans as both his father and brother were killed in US frontier wars. He chose to side with the British not because he favoured them but rather because he saw them as the lesser of two evils. Tecumseh challenged the cessions of lands that the Americans were obtaining, particularly those claimed in Indiana Territory. Throughout 1812 to 1813, Tecumseh led Indigenous forces to victory af- ter victory over the Americans. Tecumseh eventually met his demise at Moraviantown where, unsup- ported by British troops that had been promised, he was killed in October 1813. The death of Tecum- seh had immediate impacts since no leader could fill his role as a catalyst for a pan-Indigenous move- ment. -
Rivers & Lakes
Rivers & Lakes Theme: Water Quality and Human Impact Age: Grade 3-6 Time: 3 hours including time for lunch Funding The Abington Foundation has funded this program for the STEAM Network to include all third grade classes in the Network. This grant covers professional development, pre and post visit activities, Lakes & Rivers program at the aquarium, transportation, and a family event with the Greater Cleveland Aquarium. The Greater Cleveland Aquarium Splash Fund is the recipient and fiscal agent for this grant from The Abington Foundation. The final report is due November 2015. Professional Development A one and a half hour teacher workshop is in place for this program. It was first presented to 4 teachers at the Blue2 Institute on July 30 by Aquarium staff. We are prepared to present it again this fall to prepare teachers for this experience. Teachers were presented with lesson plans, pre and posttests, and a water quality test kits to prepare their students to the Lakes and Rivers program. Lakes & Rivers program Overview Explore the rich history of Ohio’s waterways while journeying through Lake Erie, and the Cuyahoga River. This program will explore the deep interconnection that Ohio has with its freshwater systems through time. Students will use chemical tests to determine the quality of Cuyahoga River water and learn about Ohio’s native fish, amphibians, reptiles, through hands-on activities that teach students the importance of protecting our local waters. Standards Ohio’s Learning Standards Content Statements in science, social studies and math covered in Lakes and River s are listed below. -
A Road Map to Civil War: Northwest Ordinance (1787) Louisiana
3/17/2014 Northwest Ordinance (1787) (1787) Banned slavery in the Northwest territories A Road Map to Civil War: An Uneasy Compromise Louisiana Purchase (1803) Missouri Compromise (1820) Lead to the debate on expansion of slavery Created MO/ME and banned slavery north of the 36 °°° parallel Doubled the size 36’30 Line of the U.S. Kept the balance of free & slave states 1 3/17/2014 Slavery and Abolitionism Mexican Cession and Gold Rush • Abolitionists • Opened up new debate believed slavery about the expansion of was morally wrong slavery should be ended immediately • Many northerners did not want slavery to expand west • Southerners denied the • Southerners defended the allegations of expansion of slavery, Abolitionists and defended slavery arguing that slaves were and the treatment property of African Americans • The population boom in California lead to its admittance as a free state and an unbalance of power in Congress between free and slave states Wilmot Proviso The Debate of 1850 Debate in Congress centered on California becoming a state The Great Three took the lead in Congress Clay seeks a compromise and makes over 70 speeches in the House (Webster supported holding the Union together) In the Senate, Calhoun (too sick to read his own statements) calls for the south to secede – DIES DURING THE DEBATE 2 3/17/2014 Compromise of 1850 Fugitive Slave Law • Helped California admitted slaveholders as a free state return escaped slaves to the south • Fugitives held without warrants • Commissioners Slave trade paid $5 to release ended in and $10 for return to slave owner D.C. -
The Miami Slaughterhouse
The Miami Slaughterhouse In the 1780’s, a Squirrel could reach Cincinnati from Pittsburg and never touch the ground. In part because of this heavy tree canopy, the land between the Little Miami River and the Great Miami River was known to have some of the richest farm land ever seen. The land between the Miami’s was a special hunting ground for the Indians. They would not give it up without a fight. In 1966, while researching a high school term paper, I found a diary written by Mary Covalt called “Reminiscences of Early Days about the construction and defense of Covalt Station primarily set during the years 1789 until 1795. “ My story tonight is about ordinary men and women coming down the Ohio River to settle in the land between the Little Miami and Great Miami Rivers. The Covalts who came down the Ohio and built Covalt Station in the area now known as Terrace Park were my ancestors. Mary Covalt’s diary along with other letters and personal accounts gives us the chance to use a zoom lens to focus on how life was lived was during this period. This story takes place in the Old Northwest Territory, and more specifically in the Ohio Territory and very specifically in the land between the two Miami Rivers. Not many of us would want to personally experience the sacrifices made to develop this land. Innocently, these pioneers came to a place that would embroil them in a life and death struggle for the next five years. These five years in the Old Northwest Territory would settle once and for all if America’s future growth would be west of the Allegany Mountains. -
War and Legitimacy: the Securement of Sovereignty in the Northwest Indian War
i ABSTRACT WAR AND LEGITIMACY: THE SECUREMENT OF SOVEREIGNTY IN THE NORTHWEST INDIAN WAR During the post-revolution period, the newfound constitutional government of the United States faced a crisis of sovereignty and legitimacy. The Old Northwest region, encompassing what is now Ohio, Indiana and Illinois, was disputed between several groups. The U.S. government under George Washington claimed the region and sought to populate the land with white settlers, British officials in North America wished to reestablish British hegemony in the Ohio River valley and Native-Americans wished to protect their ancestral homeland from foreign invasion. In the 1790s, war broke out between a British backed alliance of Native tribes and the United States of America. Historians have named this conflict the Northwest Indian War. Examining government records, personal correspondences between Washington administration officials and military commanders, as well as recollections of soldiers, officials and civilians this thesis explores the geopolitical causes and ramifications of the Northwest Indian War. These sources demonstrate how the war was a reflection of a crisis which threatened the legitimacy to American sovereignty in the West. Furthermore, they also demonstrate how the use of a professional federal standing army was used by Washington’s government to secure American legitimacy. Michael Anthony Lipe August 2019 ii WAR AND LEGITIMACY: THE SECUREMENT OF SOVEREIGNTY IN THE NORTHWEST INDIAN WAR by Michael Anthony Lipe A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts in History in the College of Social Sciences California State University, Fresno August 2019 APPROVED For the Department of History: We, the undersigned, certify that the thesis of the following student meets the required standards of scholarship, format, and style of the university and the student's graduate degree program for the awarding of the master's degree. -
Grade 8 Us History 1754-1877
GRADE 8 U.S. HISTORY 1754-1877 Pacing Calendar 2016-2017 Social Studies Process Skills for Organizing and Analyzing Information Resources, Websites and Activities Process Standards: The student will Graphic Organizers Interactive Graphic Organizers NEW: Social Studies Web Links and Resources 1. Identify, analyze, and interpret primary and Graphic Organizers Print Outs secondary sources and artifacts. NEW: National Archives—Teaching Documents 2. Distinguish between fact and opinion in Organizing and Analyzing Information Lesson Plans examining documentary sources GIST History Frames Activities and Resources 3. Recognize and explain how different points History Frame Form 1. Decision Making in U.S. History of view have been influenced by social, History Frame Pyramid 2. Use Graphic Novel from Glencoe political, economic, historic and geographic Mind Maps 3. Chester the Crab Graphic Novel changes. Mind Maps History Examples 4. Nystrom United States History Atlas including 4. Construct timelines of key events, periods, Mind Map Examples for Geography the district website copy and historically significant individuals. Mind Map Forms 5. Explain the relationships between One Sentence Summary Websites: geography and the historical developments One Word Summary Links from Tolland Middle School by using maps, graphs, charts, visual Power Thinking Power Thinking Chart images, and computer-based technologies. District U.S. History Power Point Website Power Thinking Chart for Geography 6. Develop discussion, debate, and Prediction with Evidence persuasive writing and speaking skills, District Government Power Point Website Problem-Solution Chart focusing on enduring issues and Think Pair Share Power Point Palooza demonstrating how divergent viewpoints Three Minute Pause have been and continue to be addressed Three Minute Pause Chart Mr. -
Anthony Wayne M Em 0 R· I a L
\ I ·I ANTHONY WAYNE M EM 0 R· I A L 'I ' \ THE ANTHONY WAYNE MEMORIAL PARKWAY PROJECT . in OHIO -1 ,,,, J Compiled al tlze Request of the ANTHONY WAYNE MEMO RIAL LEGISLATIVE COMMITTEE by lhr O..H. IO STATE ARCHAEOLOGICAL and H ISTORICAL SOCIETY 0 00 60 4016655 2 I• Columbus, Ohio 1944 ' '.'-'TnN ~nd MONTGOMERY COt Jt-rt"-' =J1UC llBR.APV Acknowledgments . .. THE FOLLOWING ORGANIZATIONS ass isted lll the compilation of this booklet : The A nthony Wayne Memo ri al J oint L egislative Cammi ttee The Anthony \Vayne Memori al Associati on The! Toledo-Lucas County Planning Commiss ions The Ohio D epa1 rtment of Conservation and Natural Resources The Ohio Department of Highways \ [ 4 J \ Table of Contents I Anthony Wayne Portrait 1794_ ·---···-· ·--· _____ . ----------- ·----------------- -------------------. _____ Cover Anthony Wayne Portrait in the American Revolution ____________________________ F rrm I ispiece Ii I I The Joint Legislative Committee_______ --------····----------------------------------------------------- 7 i· '#" j The Artthony Wayne Memorial Association ___________________________________ .-------------------- 9 I· The Ohio Anthony Wayne Memorial Committee _____________________________________ ---------- 11 I I I Meetings of the Joint Legislative Committee·------·--------- -·---------------------------------- 13 I I "Mad Anthony" Wayne a'dd the Indian \Vars, 1790-179.'---------------------------------- 15 lI The Military Routes of Wa.yne, St. Clair, and Harmar, 1790-179-t- ___________ . _______ 27 I The Anthony Wayne Memorial -
River Raisin National Battlefield Park Lesson Plan Template
River Raisin National Battlefield Park 3rd to 5th Grade Lesson Plans Unit Title: “It’s Not My Fault”: Engaging Point of View and Historical Perspective through Social Media – The War of 1812 Battles of the River Raisin Overview: This collection of four lessons engage students in learning about the War of 1812. Students will use point of view and historical perspective to make connections to American history and geography in the Old Northwest Territory. Students will learn about the War of 1812 and study personal stories of the Battles of the River Raisin. Students will read and analyze informational texts and explore maps as they organize information. A culminating project will include students making a fake social networking page where personalities from the Battles will interact with one another as the students apply their learning in fun and engaging ways. Topic or Era: War of 1812 and Battles of River Raisin, United States History Standard Era 3, 1754-1820 Curriculum Fit: Social Studies and English Language Arts Grade Level: 3rd to 5th Grade (can be used for lower graded gifted and talented students) Time Required: Four to Eight Class Periods (3 to 6 hours) Lessons: 1. “It’s Not My Fault”: Point of View and Historical Perspective 2. “It’s Not My Fault”: Battle Perspectives 3. “It’s Not My Fault”: Character Analysis and Jigsaw 4. “It’s Not My Fault”: Historical Conversations Using Social Media Lesson One “It’s Not My Fault!”: Point of View and Historical Perspective Overview: This lesson provides students with background information on point of view and perspective. -
Getting Court Transcripts in Williams County Ohio
Getting Court Transcripts In Williams County Ohio Cerographic and unchewed Aharon never bemuddles his gastrula! Fieriest and ratiocinative Marchall often protests some gyro convertibly or geometrising blunderingly. Foregone and phonier Giffer cling so fifty-fifty that Oscar gliffs his Spandau. There is a error while generating invoice of transaction detail, Please try again. Records pertaining to transfers of land from the government to individuals can be found at The Auditor of the State, The National Archives, and the BLM Eastern States Office in Alexandria, Virginia. Review all Development Permits to assure that all necessary permits have been received from those federal, state or local governmental agencies from which prior approval is required. The unusual and accumulation or runoff of surface waters from any source. The fourteen day response period allowed in Civ. Browse the Ohio directory of counties provided in the link below to find your local probate court, and state level information about probate forms and fees, frequently asked questions, and state land records offices. To verify enrollment eligibility, contact the school or district directly. Perhaps you can try a new search. What does this sales tax rate breakdown mean? There is a error while generating preview of members detail, Please try again. Is a money order here for an automatic downgrade, in court williams ohio who come to hold a two years of the williams county convention and place of their courts have identified the time varies from flooding or. What forms of payment does Williams County Clerk of Court accept? Searchable by street name and more. View listing of property being sold by the county sheriff. -
Indiana Magazine of History
148 Indiana Magazine of History Diplomacy on the Indiana-Ohio Frontier, 1783-1791. By Joyce G . W ilXams and 3 ill E . F arrelly . (B\oomington: Ingiana University Bicentennial Committee, 1976. Pp. ix, 118. Map, notes, illustrations, appendix, bibliography. Limited number of paperbound copies available upon request, $3.00.) The territorial provisions of the Treaty of Paris which ended the War for American Independence in 1783 immedi- ately sparked a protracted struggle among the United States, Great Britain, and various Indian tribes for control over the region known as the Old Northwest. More than an ex- tended essay about this triangular diplomacy during the decade following the Revolutionary War, Diplomacy on the Indiana-Ohio Frontier is also the first chapter of the tragic American saga which ended at Wounded Knee, South Dakota, in 1890. With consummate skill Joyce G. Williams and Jill E. Farrelly outline the stakes of postwar forest diplomacy. The United States wanted to neutralize and remove the Indians to facilitate settlement of the trans-Appalachian territory. Great Britain wanted to maintain good relations with its wartime allies in order to profit from the fur trade as well as to bolster British hegemony in the Great Lakes region. The Indians, caught in the middle, wanted to retain both tribal independence and ancestral homelands. The outcome was never really in doubt. Neither the British nor the In- dians, separately or in concert, could match the political power and military might of the Americans. When efforts of the United States to acquire aboriginal lands peacefully through purchase met militant resistance from the Wabash- Ohio tribes, the action moved from the negotiating table to the battlefield.