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DOCUMENT RESUME AUTHOR Sayers, Evelyn M., Ed. Indiana
DOCUMENT RESUME ED 288 803 SO 018 629 AUTHOR Sayers, Evelyn M., Ed. TITLE Indiana: A Handbook for U.S. History Teachers. INSTITUTION Indiana State Dept. of Public Instruction, Indianapolis. SPONS AGENCY Indiana Committee for the Humanities, Indianapolis.; National Endowment for the Humanities (NFAH), Washington, D.C. PUB DATE 87 NOTE 228p. PUB TYPE Guides - Classroom Use Guides (For Teachers) (052) EDRS PRICE MF01/PC10 Plus Postage. DESCRIPTORS American Indian History; Archaeology; *Citizenship Education; Cultural Education; Curriculum Development; Curriculum Guides; Geography Instruction; Instructional Materials; Middle Schools; *Social Studies; State Government; *State History; *United States History IDENTIFIERS *Indiana; Northwest Territories ABSTRACT This handbook was developed to encourage more effective state citizenship through the teaching of state history. Attention is given to geographical factors, politics, government, social and economic changes, and cultural development. The student is introduced to the study of Indiana history with a discussion of the boundaries, topography, and geologic processes responsible for shaping the topography of the state. The handbook contains 16 chapters, each written by an expert in the field. The chapters are: (1) Indiana Geography; (2) Archaeology and Prehistory; (3) The Indians: Early Residents of Indiana, to 1679; (4) Indiana as Part of the French Colonial Domain, 1679-1765; (5) The Old Northwest under British Control, 1763-1783; (6) Indiana: A Part of the Old Northwest, 1783-1800; (7) The Old Northwest: Survey, Sale and Government; (8) Indiana Territory and Early Statehood, 1800-1825; (9) Indiana: The Nineteenth State, 1820-1877; (10) Indiana Society, 1865-1920; (11) Indiana Lifestyle, 1865-1920; (12) Indiana: 1920-1960; (13) Indiana since 1960; (14) Indiana Today--Manufacturing, Agriculture, and Recreation; (15) Indiana Government; and (16) Indiana: Economic Development Toward the 21st Century. -
The Indiana Guide to State Agencies
The Indiana Guide to State Agencies Distributed by Peggy Welch Indiana State Representative Written and compiled by the Indiana House of Representatives Democratic Publications Office Greg Guffey, Director Kathleen Catlin, Assistant Director For additional copies, please call 1-800-382-9842 Table of Contents Administration, Department of 3 Agriculture and Rural Development, Indiana Commission for 16 Arts Commission, Indiana 6 Career Postsecondary Advancement Center, Indiana 15 Civil Rights Commission 19 Commerce, Department of 19 Correction, Department of 16 Education, Department of 7 Election Division, Indiana 9 Family and Social Services Administration 15 Gaming Commission, Indiana 17 Health , Indiana State Department of 3 Hoosier Lottery 18 Housing Finance Authority, Indiana 11 Labor, Department of 10 Library, Indiana State 5 Motor Vehicles, Bureau of 14 Museum and Historical Sites, Indiana 5 National Guard, Indiana 6 Natural Resources, Department of 4 Personnel, Indiana State Department of 20 Police, Indiana State 13 Revenue, Indiana Department of 12 Rural Development Council, Indiana 22 Small Business Development Corporation, Indiana 8 State Emergency Management Agency 4 State Information Center 10 State Student Assistance Commission of Indiana 9 Transportation, Department of 20 Utility Consumer Counselor 17 Veterans’ Affairs, Department of 13 Worker’s Compensation Board 8 3 Indiana State Department of Health The Department of Health investigates For further information, contact: health and safety concerns on behalf of all 2 N. Meridian St. Hoosiers. This department issues health Indianapolis, IN advisories if a flu or measles outbreak 46204 occurs or if a strain of e-coli is found in (317) 233-1325 Indiana. It holds the records for immuniza- http://www.ai.org/doh tions and diseases in the state along with marriage, birth and death certificates. -
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. -
Introducing Indiana-Past and Present
IndianaIntroducing PastPastPast ANDPresentPresent A book called a gazetteer was a main source of information about Indiana. Today, the Internet—including the Web site of the State of Indiana— provides a wealth of information. The Indiana Historian A Magazine Exploring Indiana History Physical features Physical features of the land Surficial have been a major factor in the growth and development of Indiana. topography The land of Indiana was affected by glacial ice at least three times Elevation key during the Pleistocene Epoch. The Illinoian glacial ice covered most of below 400 feet Indiana 220,000 years ago. The Wisconsinan glacial ice occurred 400-600 feet between 70,000 and 10,000 years ago. Most ice was gone from the area by 600-800 feet approximately 13,000 years ago, and 800-1000 feet the meltwater had begun the develop- ment of the Great Lakes. 1000-1200 feet The three maps at the top of these two pages provide three ways of above 1200 feet 2 presenting the physical makeup of the land. The chart at the bottom of page lowest point in Indiana, 320 feet 1 3 combines several types of studies to highest point in give an overview of the land and its 2 use and some of the unique and Indiana, 1257 feet unusual aspects of the state’s physical Source: Adapted from Indiana Geological Survey, Surficial To- features and resources. pography, <http:www.indiana. At the bottom of page 2 is a chart edu/~igs/maps/vtopo.html> of “normal” weather statistics. The first organized effort to collect daily weather data in Indiana began in Princeton, Gibson County in approxi- mately 1887. -
The Underground Railroad in Tennessee to 1865
The State of State History in Tennessee in 2008 The Underground Railroad in Tennesseee to 1865 A Report By State Historian Walter T. Durham The State of State History in Tennessee in 2008 The Underground Railroad in Tennessee to 1865 A Report by State Historian Walter T. Durham Tennessee State Library and Archives Department of State Nashville, Tennessee 37243 Jeanne D. Sugg State Librarian and Archivist Department of State, Authorization No. 305294, 2000 copies November 2008. This public document was promulgated at a cost of $1.77 per copy. Preface and Acknowledgments In 2004 and again in 2006, I published studies called The State of State History in Tennessee. The works surveyed the organizations and activities that preserve and interpret Tennessee history and bring it to a diverse public. This year I deviate by making a study of the Under- ground Railroad in Tennessee and bringing it into the State of State History series. No prior statewide study of this re- markable phenomenon has been produced, a situation now remedied. During the early nineteenth century, the number of slaves escaping the South to fi nd freedom in the northern states slowly increased. The escape methodologies and ex- perience, repeated over and over again, became known as the Underground Railroad. In the period immediately after the Civil War a plethora of books and articles appeared dealing with the Underground Railroad. Largely written by or for white men, the accounts contained recollections of the roles they played in assisting slaves make their escapes. There was understandable exag- geration because most of them had been prewar abolitionists who wanted it known that they had contributed much to the successful fl ights of a number of slaves, oft times at great danger to themselves. -
Lessons, Answer Keys, Student Scoring Sheets, and a Survey of the Scientifically- Based Reading Research That Is Foundational to ITRI
Grade 4 Teacher Guide Developed by the Center for Innovation in Assessment in conjunction with the Indiana Department of Education What’s In This Booklet The Informational Text Reading Inventory (ITRI) was created when the Center for Innovation in Assessment (CIA) observed that students in grade four experience a significant drop in performance in all of their subject areas. CIA researched solutions and identified the critical issue as the students' struggle to apply the reading skills they have learned in earlier grades to their expository textbooks. In grade four, students are expected to read to learn at a far greater extent than in earlier grades. ITRI materials teach students the reading skills they need to understand their content area textbooks. This booklet contains all the information teachers need to use the ITRI materials, including assessments, lessons, answer keys, student scoring sheets, and a survey of the scientifically- based reading research that is foundational to ITRI. Because all ITRI content comes from Indiana's Academic Standards for grade four science, social studies, and English/language arts (E/LA), ITRI materials will enhance the subject matter teachers already teach. Students will always learn the reading skills within the context of their content area curriculum. For a detailed list of all items, please go to the Table of Contents on page iii. Copyright © 2005 by the Indiana Department of Education. All rights reserved. No part of this publication may be reproduced or transmitted in any form without permission from the Indiana Department of Education. Exclusive license for the reproduction of these materials is provided to Indiana teachers for instructional purposes at schools accredited by the Indiana State Board of Education. -
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 -
Ouiatenon Story
Ouiatenon— Fort Ouiatenon A French officer, four French Marines, and a countryside as well. The country was rich in blacksmith arrived by canoe to what would become resources; the Wabash was teaming with fish and Fort Ouiatenon in 1717. They had been sent by beaver, the Wea Plain was the home of woodland the governor of New France at the request of the bison, and the surrounding forested hills Ouia (sometimes spelled as ‘Wea’), a band of the contained deer and wild turkeys. The villages’ Miami tribe, who two years earlier had called for associated fields of corn, beans, and pumpkins a missionary and blacksmith to come and live with covered two leagues, or over four miles. them along the River Ouabache (Wabash River). Although the fort was surrounded by a log The establishment of Fort Ouiatenon was an stockade, it was not a military garrison as much important move on the part of the French. During as it was a trading post. No more than twenty this time, the British were moving inland from soldiers served at the post at any time. Some their coastal colonies, looking to exploit the vast four hundred bales of furs were produced by the resources of the North American continent. They Miami each year and traded to the twenty or sought access to territories claimed by the French more traders who journeyed from Detroit with crown, and tried to bring the Native American goods such as blankets, guns, knives, tomahawks, tribes into the British sphere of influence. cloth, glass beads, mirrors, silver brooches, and The French, through the services of the Sieur de brandy. -
Abolitionist Movement
Abolitionist Movement The goal of the abolitionist movement was the immediate emancipation of all slaves and the end of racial discrimination and segregation. Advocating for immediate emancipation distinguished abolitionists from more moderate anti-slavery advocates who argued for gradual emancipation, and from free-soil activists who sought to restrict slavery to existing areas and prevent its spread further west. Radical abolitionism was partly fueled by the religious fervor of the Second Great Awakening, which prompted many people to advocate for emancipation on religious grounds. Abolitionist ideas became increasingly prominent in Northern churches and politics beginning in the 1830s, which contributed to the regional animosity between North and South leading up to the Civil War. The Underground Railroad c.1780 - 1862 The Underground Railroad, a vast network of people who helped fugitive slaves escape to the North and to Canada, was not run by any single organization or person. Rather, it consisted of many individuals -- many whites but predominantly black -- who knew only of the local efforts to aid fugitives and not of the overall operation. Still, it effectively moved hundreds of slaves northward each year -- according to one estimate, the South lost 100,000 slaves between 1810 and 1850. Still, only a small percentage of escaping slaves received assistance from the Underground Railroad. An organized system to assist runaway slaves seems to have begun towards the end of the 18th century. In 1786 George Washington complained about how one of his runaway slaves was helped by a "society of Quakers, formed for such purposes." The system grew, and around 1831 it was dubbed "The Underground Railroad," after the then emerging steam railroads. -
K-12 Educators Guide
K–12 EDUCATION PROGRAM GUIDE FALL-15 THROUGH SUMMER-16 November 24, 2015 9:17 AM Discover educational opportunities TABLE OF CONTENTS throughout the state at the Indiana State Museum and Historic Sites. At the Indiana State Museum Stay Up To Date ...................................................................................................................................p3 Planning Your Visit .............................................................................................................................p4 Mission ....................................................................................................................................................p5 Changing Exhibitions ........................................................................................................................p6 School Workshops..............................................................................................................................p8 Educational Theater ..........................................................................................................................p9 Festivals and Events ......................................................................................................................... p11 Professional Development ............................................................................................................ p12 Educational Outreach ..................................................................................................................... p13 Homeschool -
Your Guide to Indiana History
What’s A Hoosier? Your Guide to Indiana History Distributed by: State Rep. Karen Engleman [email protected] www.IndianaHouseRepublicans.com 1-800-382-9841 Table of Contents 3 Indiana Facts 4 Native American Heritage 5 Early Hoosiers and Statehood 7 Agriculture and the Hoosier Economy 8 Hoosier Contributions 9 Famous Hoosiers 10 History Scramble 11 Indiana History Quiz 12 Indiana History Quiz Continued 13 Answers to Quizzes Information for this booklet made possible from: www.indianahistory.org, IN.gov and Indiana: The World Around Us MacMillian/McGraw - Hill, 1991 Indiana Facts STATE FLAG STATE SEAL POPULATION The star above the torch The State Seal depicts a Indiana is the 15th stands for Indiana, which pioneer scene portraying largest state. According was the 19th state to how the early people of to the 2010 U.S. join the Union. The state Indiana overcame the Census, 6,483,802 colors are blue and gold. wilderness. The seal has Hoosiers live here. been in use since 1801, adopted until 1963. but it was not officially STATE BIRD STATE CAPITAL STATE FLOWER In 1933, the The capital of Indiana From 1931 to 1957, cardinal was is Indianapolis. The the zinnia was the selected as the state Statehouse is located bird by the Indiana in Indianapolis. In 1957, the Indiana General Assembly. stateGeneral flower Assembly of Indiana. Indiana capital from adopted the peony as Corydon1813 wasto 1825. the first the state flower. 3 Our Native American Heritage Indiana means “the land of the Indians.” Early Native Americans lived like nomads. A nomad is a person who moves from place to place in search of food. -
CONGRESSIONAL RECORD—HOUSE November 16, 1999 Here on This Floor
29838 CONGRESSIONAL RECORD—HOUSE November 16, 1999 here on this Floor. If we give China Gates and his company were applauded ory of tying. Now, if some competitor most-favored-nation status on a perma- for bringing yet more new wonderful comes along with a better browser, nent basis, then we will not be able to technology that will benefit all people frankly Microsoft can rapidly find react in any meaningful way. in this world. itself at the losing end of that competi- Madam Speaker, I have come to this Mr. Gates is a man who had a dream, tion, and there is no reason or ration- Floor three times, to vote in favor of a focus, a passion, an intelligence, and ale to apply the theory of tying one giving China most-favored-nation sta- the savvy which for 25 short years has product with another in the computer tus one more year, and a second year, revolutionized the computer industry. world; as Professor George Priest has and a third year, because I am not Today, because of Bill Gates and his so aptly stated. As such, the tradi- ready to use our most powerful weapon colleagues in the computer industry, tional tying theory, Professor Priest in the Chinese-U.S. trade relationship people like me, my family, my grand- argues, may be irrelevant in this case at this time. But it is a long way be- mother, my wife’s father, Hoosiers all because it simply did not apply to com- tween saying we are not willing to use over Indiana, and Americans every- puters.