A Short History of Skidaway Island
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Historic Structure Report: Battery Horace Hambright, Fort Pulaski National Monument, Georgia
National Park Service U.S. Department of the Interior Fort Pulaski National Monument Georgia Battery Horace Hambright Historic Structure Report Cultural Resources, Partnerships and Science Division Battery Horace Hambright Fort Pulaski National Monument, Georgia Historic Structure Report February 2019 Prepared by: Panamerican Consultants, Inc. 2390 Clinton Street Buffalo, New York 14227 Wiss, Janney, Elstner Associates, Inc. 330 Pfingsten Road Northbrook, Illinois 60062 Prepared for: National Park Service Southeast Regional Office 100 Alabama Street SW Atlanta, Georgia 30303 Cultural Resources, Partnership and Science Division Southeast Region National Park Service 100 Alabama Street, SW Atlanta, Georgia 30303 (404) 562-3117 About the front cover: View of Battery Horace Hambright from HABS GA-2158. This manuscript has been authored by Panamerican Consultants, Inc., and Wiss, Janney, Elstner Associates, Inc., under Contract Number P16PD1918 with the National Park Service. The United States Government retains and the publisher, by accepting the article for publication, acknowledges that the United States Government retains a non-exclusive, paid-up, irrevocable, worldwide license to publish or reproduce the published form of this manuscript, or allow others to do so, for United States Government purposes. Battery Horace Hambright Fort Pulaski National Monument, Georgia Historic Structure Report Contents List of Figures .................................................................................................................................................................. -
Zephaniah Kingsley, Slavery, and the Politics of Race in the Atlantic World
Georgia State University ScholarWorks @ Georgia State University History Theses Department of History 2-10-2009 The Atlantic Mind: Zephaniah Kingsley, Slavery, and the Politics of Race in the Atlantic World Mark J. Fleszar Follow this and additional works at: https://scholarworks.gsu.edu/history_theses Recommended Citation Fleszar, Mark J., "The Atlantic Mind: Zephaniah Kingsley, Slavery, and the Politics of Race in the Atlantic World." Thesis, Georgia State University, 2009. https://scholarworks.gsu.edu/history_theses/33 This Thesis is brought to you for free and open access by the Department of History at ScholarWorks @ Georgia State University. It has been accepted for inclusion in History Theses by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. THE ATLANTIC MIND: ZEPHANIAH KINGSLEY, SLAVERY, AND THE POLITICS OF RACE IN THE ATLANTIC WORLD by MARK J. FLESZAR Under the Direction of Dr. Jared Poley and Dr. H. Robert Baker ABSTRACT Enlightenment philosophers had long feared the effects of crisscrossing boundaries, both real and imagined. Such fears were based on what they considered a brutal ocean space frequented by protean shape-shifters with a dogma of ruthless exploitation and profit. This intellectual study outlines the formation and fragmentation of a fluctuating worldview as experienced through the circum-Atlantic life and travels of merchant, slaveowner, and slave trader Zephaniah Kingsley during the Era of Revolution. It argues that the process began from experiencing the costs of loyalty to the idea of the British Crown and was tempered by the pervasiveness of violence, mobility, anxiety, and adaptation found in the booming Atlantic markets of the Caribbean during the Haitian Revolution. -
Music and the American Civil War
“LIBERTY’S GREAT AUXILIARY”: MUSIC AND THE AMERICAN CIVIL WAR by CHRISTIAN MCWHIRTER A DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of History in the Graduate School of The University of Alabama TUSCALOOSA, ALABAMA 2009 Copyright Christian McWhirter 2009 ALL RIGHTS RESERVED ABSTRACT Music was almost omnipresent during the American Civil War. Soldiers, civilians, and slaves listened to and performed popular songs almost constantly. The heightened political and emotional climate of the war created a need for Americans to express themselves in a variety of ways, and music was one of the best. It did not require a high level of literacy and it could be performed in groups to ensure that the ideas embedded in each song immediately reached a large audience. Previous studies of Civil War music have focused on the music itself. Historians and musicologists have examined the types of songs published during the war and considered how they reflected the popular mood of northerners and southerners. This study utilizes the letters, diaries, memoirs, and newspapers of the 1860s to delve deeper and determine what roles music played in Civil War America. This study begins by examining the explosion of professional and amateur music that accompanied the onset of the Civil War. Of the songs produced by this explosion, the most popular and resonant were those that addressed the political causes of the war and were adopted as the rallying cries of northerners and southerners. All classes of Americans used songs in a variety of ways, and this study specifically examines the role of music on the home-front, in the armies, and among African Americans. -
Tomochichi's Trans-Atlantic Quest for Traditional Power in The
Tomochichi’s Trans-Atlantic Quest for Traditional Power in the Colonial Southeast. By: Steven Peach Peach, S. (2013) Creek Indian Globetrotter: Tomochichi’s Trans-Atlantic Quest for Traditional Power in the Colonial Southeast. Ethnohistory, 60(4), 605-635. DOI: DOI 10.1215/00141801- 23133849 Made available courtesy of The American Society for Ethnohistory and Duke University Press: http://ethnohistory.dukejournals.org/content/60/4/605.abstract ***Reprinted with permission. No further reproduction is authorized without written permission from Duke University Press. This version of the document is not the version of record. Figures and/or pictures may be missing from this format of the document. *** Abstract: This essay reinterprets the life of a famous Muscogee Creek leader and examines the relationship between chiefly power and foreign travel in American Indian studies and Atlantic world studies. In spring 1734, the Creek headman Tomochichi and British imperialist James Edward Oglethorpe traveled to London to ratify a treaty that established the British colony of Georgia in the neighborhood of the Creek Confederacy. During his five-month sojourn, Tomochichi forged alliances with the Georgia trustees and the British royal family that resulted in a unique trans- Atlantic network of patronage. Upon return home, he leveraged his ocean-going imperial connections to craft an authoritative chieftainship that dated to the seventeenth-century Mississippian era. Keywords: history | ethnohistory | muscogee creek | chieftains | native american studies | atlantic world studies | Tomochichi Article: At the turn of the twentieth century, anthropologist John Reed Swanton recorded the origins of the Hitchiti Creeks, who spoke the Hitchiti dialect of the Muscogean (mus-KO-gee-an) language family. -
Contents Georgia Standards of Excellence
Featured Historical Figure Teaching Guide Tomochichi (ca. 1644-1739) Tomochichi and Toahahwi, 1739. From Georgia Historical Society, Foltz Photography Studio Photographs, MS 1360. Description: This teacher guide was developed to accompany the Tomochichi Featured Historical Figure pages on the Georgia Historical Society Website (http://georgiahistory.com/education- outreach/online-exhibits/featured-historical-figures/tomochichi/). Contents Georgia Standards of Excellence .................................................................................................................... 2 Suggested Vocabulary Terms ......................................................................................................................... 3 Classroom Activity: Tomochichi and the Practice of Gift Giving .................................................................. 4 Writing Activity: Commemorating Tomochichi ............................................................................................ 5 Tomochichi Bibliography .............................................................................................................................. 6 1 Georgia Standards of Excellence Second Grade • SS2H1 Describe the lives and contributions of historical figures in Georgia history. • SS2H2 Describe the Georgia Creek and Cherokee cultures of the past in terms of tools, clothing, homes, ways of making a living, and accomplishments. • SS2G2 Describe the cultural and geographic systems associated with the historical figures in SS2H1 and Georgia’s -
Georgia Historical Society Educator Web Guide
Georgia Historical Society Educator Web Guide Guide to the educational resources available on the GHS website Theme driven guide to: Online exhibits Biographical Materials Primary sources Classroom activities Today in Georgia History Episodes New Georgia Encyclopedia Articles Archival Collections Historical Markers Updated: July 2014 Georgia Historical Society Educator Web Guide Table of Contents Pre-Colonial Native American Cultures 1 Early European Exploration 2-3 Colonial Establishing the Colony 3-4 Trustee Georgia 5-6 Royal Georgia 7-8 Revolutionary Georgia and the American Revolution 8-10 Early Republic 10-12 Expansion and Conflict in Georgia Creek and Cherokee Removal 12-13 Technology, Agriculture, & Expansion of Slavery 14-15 Civil War, Reconstruction, and the New South Secession 15-16 Civil War 17-19 Reconstruction 19-21 New South 21-23 Rise of Modern Georgia Great Depression and the New Deal 23-24 Culture, Society, and Politics 25-26 Global Conflict World War One 26-27 World War Two 27-28 Modern Georgia Modern Civil Rights Movement 28-30 Post-World War Two Georgia 31-32 Georgia Since 1970 33-34 Pre-Colonial Chapter by Chapter Primary Sources Chapter 2 The First Peoples of Georgia Pages from the rare book Etowah Papers: Exploration of the Etowah site in Georgia. Includes images of the site and artifacts found at the site. Native American Cultures Opening America’s Archives Primary Sources Set 1 (Early Georgia) SS8H1— The development of Native American cultures and the impact of European exploration and settlement on the Native American cultures in Georgia. Illustration based on French descriptions of Florida Na- tive Americans. -
A Forgotten Confederate: John H. Ash's Story Rediscovered
Georgia Southern University Digital Commons@Georgia Southern Electronic Theses and Dissertations Graduate Studies, Jack N. Averitt College of Spring 2017 A Forgotten Confederate: John H. Ash's Story Rediscovered Heidi Moye Follow this and additional works at: https://digitalcommons.georgiasouthern.edu/etd Part of the Military History Commons, and the United States History Commons Recommended Citation Moye, Heidi, "A Forgotten Confederate: John H. Ash's Story Rediscovered" (2017). Electronic Theses and Dissertations. 1565. https://digitalcommons.georgiasouthern.edu/etd/1565 This thesis (open access) is brought to you for free and open access by the Graduate Studies, Jack N. Averitt College of at Digital Commons@Georgia Southern. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons@Georgia Southern. For more information, please contact [email protected]. A FORGOTTEN CONFEDERATE: JOHN H. ASH’S STORY REDISCOVERED by HEIDI MOYE (Under the Direction of Anastatia Sims) ABSTRACT A historical study of a southern family living in Savannah, GA from shortly before the election of 1860 through the Civil War years based on the journals of John Hergen Ash II (1843-1918). INDEX WORDS: John Hergen Ash, Savannah, GA, Antebellum South, Civil War, 5th Georgia Cavalry, Georgia Hussars, Estella Powers Ash, Laura Dasher Ash, Eutoil Tallulah Foy Ash A FORGOTTEN CONFEDERATE: JOHN H. ASH’S STORY REDISCOVERED by HEIDI MOYE B. A., Georgia Southern University, 2012 A Thesis Submitted to the Graduate Faculty of Georgia Southern University in Partial Fulfillment of the Requirements for the Degree MASTER OF ARTS STATESBORO, GEORGIA © 2017 HEIDI MOYE All Rights Reserved 1 A FORGOTTEN CONFEDERATE: JOHN H. -
The Stamp Act and Methods of Protest
Page 33 Chapter 8 The Stamp Act and Methods of Protest espite the many arguments made against it, the Stamp Act was passed and scheduled to be enforced on November 1, 1765. The colonists found ever more vigorous and violent ways to D protest the Act. In Virginia, a tall backwoods lawyer, Patrick Henry, made a fiery speech and pushed five resolutions through the Virginia Assembly. In Boston, an angry mob inspired by Sam Adams and the Sons of Liberty destroyed property belonging to a man rumored to be a Stamp agent and to Lt. Governor Thomas Hutchinson. In New York, delegates from nine colonies, sitting as the Stamp Act Congress, petitioned the King and Parliament for repeal. In Philadelphia, New York, and other seaport towns, merchants pledged not to buy or sell British goods until the hated stamp tax was repealed. This storm of resistance and protest eventually had the desired effect. Stamp sgents hastily resigned their Commissions and not a single stamp was ever sold in the colonies. Meanwhile, British merchants petitioned Parliament to repeal the Stamp Act. In 1766, the law was repealed but replaced with the Declaratory Act, which stated that Parliament had the right to make laws binding on the colonies "in all cases whatsoever." The methods used to protest the Stamp Act raised issues concerning the use of illegal and violent protest, which are considered in this chapter. May: Patrick Henry and the Virginia Resolutions Patrick Henry had been a member of Virginia's House of Burgess (Assembly) for exactly nine days as the May session was drawing to a close. -
Rule 391-3-6-.03. Water Use Classifications and Water Quality Standards
Presented below are water quality standards that are in effect for Clean Water Act purposes. EPA is posting these standards as a convenience to users and has made a reasonable effort to assure their accuracy. Additionally, EPA has made a reasonable effort to identify parts of the standards that are not approved, disapproved, or are otherwise not in effect for Clean Water Act purposes. Rule 391-3-6-.03. Water Use Classifications and Water Quality Standards ( 1) Purpose. The establishment of water quality standards. (2) W ate r Quality Enhancement: (a) The purposes and intent of the State in establishing Water Quality Standards are to provide enhancement of water quality and prevention of pollution; to protect the public health or welfare in accordance with the public interest for drinking water supplies, conservation of fish, wildlife and other beneficial aquatic life, and agricultural, industrial, recreational, and other reasonable and necessary uses and to maintain and improve the biological integrity of the waters of the State. ( b) The following paragraphs describe the three tiers of the State's waters. (i) Tier 1 - Existing instream water uses and the level of water quality necessary to protect the existing uses shall be maintained and protected. (ii) Tier 2 - Where the quality of the waters exceed levels necessary to support propagation of fish, shellfish, and wildlife and recreation in and on the water, that quality shall be maintained and protected unless the division finds, after full satisfaction of the intergovernmental coordination and public participation provisions of the division's continuing planning process, that allowing lower water quality is necessary to accommodate important economic or social development in the area in which the waters are located. -
Inventory of the Grimke Family Papers, 1678-1977, Circa 1990S
Inventory of the Grimke Family Papers, 1678-1977, circa 1990s Addlestone Library, Special Collections College of Charleston 66 George Street Charleston, SC 29424 USA http://archives.library.cofc.edu Phone: (843) 953-8016 | Fax: (843) 953-6319 Table of Contents Descriptive Summary................................................................................................................ 3 Biographical and Historical Note...............................................................................................3 Collection Overview...................................................................................................................4 Restrictions................................................................................................................................ 5 Search Terms............................................................................................................................6 Related Material........................................................................................................................ 6 Administrative Information......................................................................................................... 7 Detailed Description of the Collection.......................................................................................8 John Paul Grimke letters (generation 1)........................................................................... 8 John F. and Mary Grimke correspondence (generation 2)................................................8 -
Harold Paulk Henderson, Sr
Harold Paulk (Hal) Henderson, Sr. Oral History Collection Series I: Ellis Arnall OH ARN 06 Carl Sanders Interviewed by Harold Paulk (Hal) Henderson, Sr. Date: June 11, 1981 CD: OH ARN 06, Tracks 1-4; 0:37:46 minutes Cassette: OH ARN 06, 0:37:21 minutes, Side One [CD: Track 1] [Cassette: Side 1] HENDERSON: Governor, if I could begin with a very obvious question. The state constitution prohibited you from succeeding yourself in ’66 [1966]. Would you have liked to succeeded yourself? SANDERS: Yes, I would have. I had a lot of programs that were underway, and I had some others that I would have liked to have inaugurated. Four years, which seems and sounds like a long time, passes very quickly when you are working as governor of the state and before you know it, your time is up. Programs that you are heavily involved with and all, you just never seem to have enough time to finish up everything you’d like to do. HENDERSON: While you were governor, did you make any efforts to have the constitution changed, where you could succeed yourself? SANDERS: No, I did not. I didn’t think at that time that the political climate would have permitted that and frankly, I was so involved with so many things, I tried to spend all the time that I could, all the time that I had, in pushing for positive accomplishments, which I think we had a great number of. And if I had gotten involved into the political thicket of trying to amend 2 the constitution to succeed myself, I probably would have cost the state a lot of time and effort and would not have been able to accomplish as much in my administration. -
Samuel Ernest Vandiver, Jr
OH Vandiver 01C Samuel Ernest Vandiver, Jr. interviewed by Mel Steeley and Ted Fitzsimmons Date: 6/25/86 Cassettes #439 (56 minutes) COPY OF ORIGINAL INTERVIEW ORIGINAL AT WEST GEORGIA UNIVERSITY Side One Fitzsimmons: Governor, we were talking about the integration of the university, and you said in making a decision you talked to a number of people, and among them Senator [Richard Brevard, Jr.] Russell. What was his advice? Vandiver: Well, I think you probably know what his situation was. He had fought these battles in the Senate for many, many years. And, of course, he knew from his practice of law and his familiarity with the law that I had no choice except to follow the law. That I couldn't, if I had defied the court, then I had no choice except to try to get the state of Georgia to secede again from the Union. And we'd tried that once and hadn't done too well that time. And so he knew that I had no choice. One thing that Betty [Sybil Elizabeth] Vandiver and I have talked about a great deal was her father was a federal judge; he was a judge of the northern district of Georgia. And he never had to deal with this situation. He knew it was probably coming, but he became ill with cancer, and he died in 1955 before this situation ever came before his court. And we've thought about it many times, that the Lord was kind to him. He would have had to rule in such a way that it would have been extremely difficult for him.