Teacher's Resource Guide
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
WHERE DID HUGH COME FROM? by Margaret Amundson
WHERE DID HUGH COME FROM? By Margaret Amundson In the past, several different family historians have offered theories explaining where they thought Hugh was from in Europe. One such theory was advanced by the Reverend French Forrest, a descendant of Hugh's in answer to a Richmond Times Dispatch weekly genealogy column, popular at the turn of the last century.1[1] He said in the article the Frenches were from Rosscommon County, Ireland. Rudimentary attempts have been made to prove or disprove this theory, without results. Others have advanced the theory that he was related somehow to the George Mason family and point to the use of Mason as a given name, in the French family and French in the Mason family, as evidence of this relationship. Certainly the George Mason of Gunston Hall Family, clearly had a reason for using French as a given name. George1 Mason's mother was Ann French. His first wife is said to have been Mary French. There is evidence she was named Mary,2[2] however, nowhere is there a record that identifies her as nee French. This theory was probably advanced long before the authors of The Five George Masons, discovered the record in England showing Ann French married George1 Mason's father. Thomas Mason, his father, was a yeoman farmer in the village of Pershore, in the Vale of Eveshame, Worcestershire, England.3[3] No creditable evidence establishing a kinship tie between these two families has been found.4[4] There was not the web of interconnecting relationships typical of community structure between this Mason and French family. -
Download the War of 1812
LEQ: What country did the United States fight in the War of 1812? The painting shows British frigate Macedonian, her masts and sails destroyed, being fired upon by the U.S. frigate United States during the War of 1812. This event occurred off the Canary Islands. It is titled, Capture of His H.B.M. Frigate Macedonian by U.S. Frigate United States, October 25, 1812. The H.B.M. (His Britannic Majesty’s) Macedonian was commanded by Captain J.S. Carden. The U.S. Frigate United States was commanded by Commander Stephen Decatur, Esqr. The painting was created by Thomas Chambers (1808-1869) and is courtesy of the Smithsonian American Art Museum. LEQ: What country did the United States fight in the War of 1812? Great Britain The painting shows British frigate Macedonian, her masts and sails destroyed, being fired upon by the U.S. frigate United States during the War of 1812. This event occurred off the Canary Islands. It is titled, Capture of His H.B.M. Frigate Macedonian by U.S. Frigate United States, October 25, 1812. The H.B.M. (His Britannic Majesty’s) Macedonian was commanded by Captain J.S. Carden. The U.S. Frigate United States was commanded by Commander Stephen Decatur, Esqr. The painting was created by Thomas Chambers (1808-1869) and is courtesy of the Smithsonian American Art Museum. The War of 1812 This painting shows an attack on Fort Oswego, New York (May, 1814), during the War of 1812. This image is courtesy of the Royal Military College of Canada Archives and of Wikimedia Commons. -
Fort Mchenry - "Our Country" Bicentennial Festivities, Baltimore, MD, 7/4/75 (2)” of the John Marsh Files at the Gerald R
The original documents are located in Box 67, folder “Fort McHenry - "Our Country" Bicentennial Festivities, Baltimore, MD, 7/4/75 (2)” of the John Marsh Files at the Gerald R. Ford Presidential Library. Copyright Notice The copyright law of the United States (Title 17, United States Code) governs the making of photocopies or other reproductions of copyrighted material. Gerald R. Ford donated to the United States of America his copyrights in all of his unpublished writings in National Archives collections. Works prepared by U.S. Government employees as part of their official duties are in the public domain. The copyrights to materials written by other individuals or organizations are presumed to remain with them. If you think any of the information displayed in the PDF is subject to a valid copyright claim, please contact the Gerald R. Ford Presidential Library. THE WHITE HOUSE WASHINGTON '!0: Jack Marsh FROM: PAUL THEIS a>f Although belatedly, attached is some material on Ft. McHenry which our research office just sent in ••• and which may be helpful re the July 4th speech. Digitized from Box 67 of The John Marsh Files at the Gerald R. Ford Presidential Library :\iE\10 R.-\~ D l. \I THE \\'HITE HOI.SE \L\Sllli"GTO:'\ June 23, 1975 TO: PAUL 'IHEIS FROM: LYNDA DURFEE RE: FT. McHENRY FOURTH OF JULY CEREMONY Attached is my pre-advance report for the day's activities. f l I I / I FORT 1:vlc HENRY - July 4, 1975 Progran1 The program of events at Fort McHenry consists of two parts, with the President participating in the second: 11 Part I: "By the Dawn's Early Light • This is put on by the Baltimore Bicentennial Committee, under the direction of Walter S. -
Fifth World Forestry Congress
Proceedings of the Fifth World Forestry Congress VOLUME 1 RE University of Washington, Seattle, Washington United States of America August 29September 10, 1960 The President of the United States of America DWIGHT D. EISENHOWER Patron Fifth World Forestry Congress III Contents VOLUME 1 Page Chapter1.Summary and Recommendations of the Congress 1 Chapter 2.Planning for the Congress 8 Chapter3.Local Arrangements for the Congress 11 Chapter 4.The Congress and its Program 15 Chapter 5.Opening Ceremonies 19 Chapter6. Plenary Sessions 27 Chapter 7.Special Congress Events 35 Chapitre 1.Sommaire et recommandations du Congrès 40 Chapitre 2.Preparation des plans en vue du Congrès 48 Chapitre 3.Arrangements locaux en vue du Congrès 50 Chapitre 4.Le Congrès et son programme 51 Chapitre 5.Cérémonies d'ouverture 52 Chapitre 6.Seances plénières 59 Chapitre 7.Activités spéciales du Congrès 67 CapItullo1. Sumario y Recomendaciones del Congreso 70 CapItulo 2.Planes para el Congreso 78 CapItulo 3.Actividades Locales del Congreso 80 CapItulo 4.El Congreso y su Programa 81 CapItulo 5.Ceremonia de Apertura 81 CapItulo 6.Sesiones Plenarias 88 CapItulo 7.Actos Especiales del Congreso 96 Chapter8. Congress Tours 99 Chapter9.Appendices 118 Appendix A.Committee Memberships 118 Appendix B.Rules of Procedure 124 Appendix C.Congress Secretariat 127 Appendix D.Machinery Exhibitors Directory 128 Appendix E.List of Financial Contributors 130 Appendix F.List of Participants 131 First General Session 141 Multiple Use of Forest Lands Utilisation multiple des superficies boisées Aprovechamiento Multiple de Terrenos Forestales Second General Session 171 Multiple Use of Forest Lands Utilisation multiple des superficies boisées Aprovechamiento Multiple de Terrenos Forestales Iv Contents Page Third General Session 189 Progress in World Forestry Progrés accomplis dans le monde en sylviculture Adelantos en la Silvicultura Mundial Section I.Silviculture and Management 241 Sessions A and B. -
Sir David William Smith's 1790 Manuscript Plan
No. 5 Rough Scetch of the King’s Domain at Detroit Clements Library January 2018 OccasionalSCETCH OF THE KING’S DOMAINBulletins AT DETROIT Occasional — Louie Miller and Brian Bulletins Leigh Dunnigan nyone familiar with the history of the Clements Library sions—Books, Graphics, Manuscripts, and Maps—have always knows that we have a long tradition of enthusiastic collect- shared that commitment to enhancing our holdings for the benefit Aing. Our founder and our four directors (in 94 years) have of the students and scholars who come here for their research. We been dedicated to the proposition that an outstanding research buy from dealers and at auction; we cultivate collectors and other library must expand its holdings to maintain its greatness, and we individuals to think about the Library as a home for their historical have used every means available to pursue interesting primary materials; and we are constantly on watch for anything, from single sources on early America. The curators of our four collecting divi- items to large collections, that we can acquire to help illuminate Fort Lernoult, the linch pin of Detroit’s defenses, was rushed to completion during 1778–1779. It was a simple earthen redoubt with four half-bastions and a ditch surrounded by an abattis (an entanglement of tree branches placed to impede an infantry assault). The “swallow tail” fortification on the north (top) side of the fort was designed but never completed. Fort Lernoult stood at what is today the intersection of Fort and Shelby streets in downtown Detroit. This is a detail of the Smith plan of 1790. -
Significance of the Battle of Detroit in August, 1812
War of 1812, Historical Thinking Project Lessons (Hux), Lesson 19 How Historically Significant was the 1812 Battle of Detroit? By Allan Hux Suggested grade level: intermediate / senior Suggested time: up to 2 periods Brief Description of the Task Students consider the circumstances that led to the Battle of Detroit and its dramatic outcome using group role-playing strategies. Historical Thinking Concepts • Historical Perspective-Taking • Historical Significance • Use of Evidence (primary and secondary) Learning Goals Students will: 1. Explore the different perspectives of First Nations, Great Britain, the colonists in Upper Canada, and the U.S.A. 2. Recognize the importance of the First Nations alliance with the British. 3. Examine the historical significance of the Battle of Detroit in August, 1812. Materials Photocopies of handouts. Masking tape, chalk, twine or string to create outline map of Upper Canada on the floor. Prior Knowledge It would be an asset for students to: • recognize some of the major causes and events leading up to the outbreak of the War of 1812 War of 1812, Historical Thinking Project Lessons (Hux), Lesson 19 Assessment • Individual student contributions to group work and group performance and a group Tableau. • Teacher feedback to groups. • Individual reflections on learning. Detailed Lesson Plan Focus Question: How significant was the British and First Nations victory at Detroit in July-August 1812? 1. Display a map of Upper and Lower Canada and the Ohio Country prior to the War of 1812 and have the students identify the areas of Canadian, First Nations and American settlement. See Appendix 1: Map of the Canadas and the Ohio Country.) 2. -
Crucible.Pdf
1 Crucible of Flames Canada’s War of 1812 Year One Contents Introduction 4 by Kenneth Kidd 1 The Fuse Is Lit 6 by Jim Coyle 2 Brock Braces for War 11 by Jim Coyle 3 War Comes to the Great Lakes 14 by Kenneth Kidd 4 The Madness of William Hull 21 by Kenneth Kidd 5 Queenston Heights: Canada on the Brink 31 by Kenneth Kidd Appendix A The War of 1812: A Glossary 42 by Kenneth Kidd Appendix B Little York, on the Eve of War 58 by Kenneth Kidd Appendix C Time Travel: Camping Out With the Militia 62 by Kenneth Kidd Bibliography 69 Introduction It’s become axiomatic among historians that Canadians know they won the War of 1812, Americans somehow think they won, and the Indians — who would continue to cede land to American ex- pansion — definitely know they lost, despite fighting alongside British regulars and Canadian militia. The British, of course, have scant memory of the War of 1812, it being a distant, grubby affair that seemed at the time almost in- significant next to their titanic struggle against Napoleonic France. But the implications on this side of the Atlantic were profound. Roughly 35,000 people would perish through three years of a bit- ter war that pitted brother against brother, cousin versus cousin. The War of 1812 is what ultimately gives both Canada and the United States their sense of identity. Just as there was a part of the planet widely known as “America” and peopled by “Americans” long before the U.S. -
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. -
A History of the War of 1812 and the Star-Spangled Banner
t t c c A History of the War of 1812 and The Star-Spangled e e j j Banner o o r r Objectives: Students will be able to cite the origins and outcome of the War of 1812 P P and be able to place the creation of the Star-Spangled Banner in a chronological framework. r r e e Time: 3 to 5 class periods, depending on extension activities n n Skills: Reading, chronological thinking, map-making. n Content Areas: Language Arts- Vocabulary, Language Arts- Reading, Social Studies- n a a Geography, Social Studies- United States history Materials: B B ♦ Poster board or oak tag d d ♦ Colored markers e e l l ♦ Pencils g g ♦ Copies of reading material n n a a Standards: p p NCHS History Standards S S K-4 Historical Thinking Standards - - 1A: Identify the temporal structure of a historical narrative or story. r r 1F: Create timelines. a a t t 5A: Identify problems and dilemmas confronting people in historical S S stories, myths, legends, and fables, and in the history of their school, community, state, nation, and the world. e e 5B: Analyze the interests, values, and points of view of those h h involved in the dilemma or problem situation. T T K-4 Historical Content Standards 4D: The student understands events that celebrate and exemplify fundamental values and principles of American democracy. 4E: The student understands national symbols through which American values and principles are expressed. 5-12 Historical Thinking Standards 1A: Identify the temporal structure of a historical narrative or story. -
7 August 2020 1 History 499 (Spring 2021) Senior Research Seminar On
History 499 (Spring 2021) Senior Research Seminar on “The Founders: Past and Present” George D. Oberle III, Ph.D. Assistant Professor (Term) Department of History and Art History and History Librarian University Libraries Email: [email protected] Office hours: Monday 4:00 p.m.-6:00 p.m. or by appointment. Class meets on Monday 7:20 p.m-10:00 p.m. via zoom. (see linK in BlacKboard) This course is the capstone of the History major. Students are required to produce a substantial research paper based on their reading of primary and secondary sources focused on the ongoing legacy of our University’s namesake, George Mason, to the region and our nation. As such, the course is broadly defined to allow students to select topics from the colonial era through the modern era. Students may focus on local history, political or military topics of their choice or on subjects relating to women, slavery, education, religion, or culture more generally. After completing some readings about George Mason and the generation of the “Founders,” students, with the assistance of the instructor, will focus their attention on the various stages of researching and writing the research paper. In other words, this seminar offers you the opportunity to pull together the results of your educational experience by demonstrating mastery of research, analytical, and communication skills by applying those skills to a particular historical project. This course also counts toward the writing- intensive requirement for the History major. History 499 is: *RS-Designated course: This class is designated as a Research and Scholarship Intensive Course, which means that students are given the opportunity to actively participate in the process of scholarship. -
D O L L a R G E N E R
OFFERING MARCUS & MILLICHAP MEMORANDUM Activity#ZAA0380512 Representation Photo D O L L A R G E N E R A L 5841 ANN ARBOR ROAD, JACKSON, MI 49201 OFFERING MEMORANDUM | DOLLAR GENERAL | 5841 ANN ARBOR RD, JACKSON, MI 49201 INVESTMENT OVERVIEW OFFERING SUMMARY PRICE $1,200,000 NOI $81,552 C A P R A T E 6.80% Y E A R B U I L T 2015 L E A S E T Y P E NNN BUILDING SIZE 9,442 SF INVESTMENT HIGHLIGHTS INVESTMENT SUMMARY • Absolute NNN with Zero Landlord Responsibilities The Conway Group at Marcus & Millichap is pleased to present the sale of this 9,442 square foot Dollar General property located • Corporate Guarantee in Jackson, MI. Recently built in 2015, the subject property is • Strategically located off HWY 94 which exceeds 50,000+ strategically located off I-94 which sees over 50,000+ vehicles per vehicles per day day. • Five (5 Year) Options | 10% Rental Increases At Each Option Dollar General is the only dollar store with investment grade credit. • Recently Constructed in 2015 It is one of the largest dollar store chains in the US, offering deep • Investment Grade Credit Rated “BBB” by S&P discounts on a wide array of products. Dollar General’s standard store model is approximately 9.100 square feet • Dollar General Reported 29 Consecutive Quarter of Same Store Sale Growth OFFERING MEMORANDUM | DOLLAR GENERAL | 5841 ANN ARBOR RD, JACKSON, MI 49201 TENANT PROFILE TENANT PROFILE Tenant Dollar General Lease Guarantor Corporate Ownership Public Years in Business 79 Years Credit Rating B1 Number of Locations 14,321 Headquarters Goodlettsville, Tennessee Website www.dollargeneral.com ABOUT THE TENANT Dollar General commands the field of discount general merchandise. -
Finance Committees – Resolution to Approve the Renewal of the Dell Compellent Support Agreement
INGHAM COUNTY BOARD OF COMMISSIONERS APRIL 24, 2018 STATUTORY EQUALIZATION MEETING – 6:30 P.M. COMMISSIONERS ROOM, COURTHOUSE MASON, MICHIGAN AGENDA I. CALL TO ORDER II. ROLL CALL III. PLEDGE OF ALLEGIANCE IV. TIME FOR MEDITATION V. APPROVAL OF THE MINUTES FROM APRIL 10, 2018 VI. ADDITIONS TO THE AGENDA VII. PETITIONS AND COMMUNICATIONS 1. A LETTER FROM THE CAPITAL AREA TRANSPORTATION AUTHORITY CONCERNING A RESPONSE TO THE COUNTY’S NOVEMBER 29, 2017 LETTER AND RESOLUTION NO. 17-458 2. A LETTER FROM THE MICHIGAN DEPARTMENT OF ENVIRONMENTAL QUALITY REGARDING THE AIR QUALITY DIVISION’S PENDING NEW SOURCE REVIEW APPLICATION REPORT 3. AN EMAIL FROM TIM MORGAN, PARKS DIRECTOR, ANNOUNCING THE RESIGNATION OF SARAH NICHOLLS FROM THE PARK COMMISSION. VIII. LIMITED PUBLIC COMMENT IX. CLARIFICATION/INFORMATION PROVIDED BY COMMITTEE CHAIR X. CONSIDERATION OF CONSENT AGENDA XI. COMMITTEE REPORTS AND RESOLUTIONS 4. COUNTY SERVICES COMMITTEE – RESOLUTION HONORING TRAVIS PARSONS ON THE EVENT OF HIS RETIREMENT 5. COUNTY SERVICES COMMITTEE – RESOLUTION HONORING VICKY WATSON 6. COUNTY SERVICES COMMITTEE – RESOLUTION TO APPROVE SPECIAL AND ROUTINE PERMITS FOR THE INGHAM COUNTY ROAD DEPARTMENT 7. COUNTY SERVICES COMMITTEE – RESOLUTION TO APPROVE FARMLAND AND OPEN SPACE PRESERVATION BOARD’S RECOMMENDED SELECTION CRITERIA AND APPLICATION CYCLE FOR 2018 8. COUNTY SERVICES AND FINANCE COMMITTEES – RESOLUTION TO APPROVE THE RENEWAL OF THE DELL COMPELLENT SUPPORT AGREEMENT 9. COUNTY SERVICES AND FINANCE COMMITTEES – RESOLUTION TO APPROVE PROPOSED 2018 INGHAM COUNTY BRIDGE FUNDING APPLICATIONS 10. COUNTY SERVICES AND FINANCE COMMITTEES – RESOLUTION TO AUTHORIZE THE PURCHASE OF 2018-2021 SEASONAL REQUIREMENTS OF PROCESSED ROAD GRAVELS, CRUSHED AGGREGATES AND 2NS SAND 11.