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District of Columbia Inventory of Historic Sites Street Address Index
DISTRICT OF COLUMBIA INVENTORY OF HISTORIC SITES STREET ADDRESS INDEX UPDATED TO OCTOBER 31, 2014 NUMBERED STREETS Half Street, SW 1360 ........................................................................................ Syphax School 1st Street, NE between East Capitol Street and Maryland Avenue ................ Supreme Court 100 block ................................................................................. Capitol Hill HD between Constitution Avenue and C Street, west side ............ Senate Office Building and M Street, southeast corner ................................................ Woodward & Lothrop Warehouse 1st Street, NW 320 .......................................................................................... Federal Home Loan Bank Board 2122 ........................................................................................ Samuel Gompers House 2400 ........................................................................................ Fire Alarm Headquarters between Bryant Street and Michigan Avenue ......................... McMillan Park Reservoir 1st Street, SE between East Capitol Street and Independence Avenue .......... Library of Congress between Independence Avenue and C Street, west side .......... House Office Building 300 block, even numbers ......................................................... Capitol Hill HD 400 through 500 blocks ........................................................... Capitol Hill HD 1st Street, SW 734 ......................................................................................... -
MEREDITH MONK and ANN HAMILTON: Aaron Copland Fund for Music, Inc
The House Foundation for the Arts, Inc. | 260 West Broadway, Suite 2, New York, NY 10013 | Tel: 212.904.1330 Fax: 212.904.1305 | Email: [email protected] Web: www.meredithmonk.org Incorporated in 1971, The House Foundation for the Arts provides production and management services for Meredith Monk, Meredith Monk & Vocal Ensemble, and The House Company. Meredith Monk, Artistic Director • Olivia Georgia, Executive Director • Amanda Cooper, Company Manager • Melissa Sandor, Development Consultant • Jahna Balk, Development Associate • Peter Sciscioli, Assistant Manager • Jeremy Thal, Bookkeeper Press representative: Ellen Jacobs Associates | Tel: 212.245.5100 • Fax: 212.397.1102 Exclusive U.S. Tour Representation: Rena Shagan Associates, Inc. | Tel: 212.873.9700 • Fax: 212.873.1708 • www.shaganarts.com International Booking: Thérèse Barbanel, Artsceniques | [email protected] impermanence(recorded on ECM New Series) and other Meredith Monk & Vocal Ensemble albums are available at www.meredithmonk.org MEREDITH MONK/The House Foundation for the Arts Board of Trustees: Linda Golding, Chair and President • Meredith Monk, Artistic Director • Arbie R. Thalacker, Treasurer • Linda R. Safran • Haruno Arai, Secretary • Barbara G. Sahlman • Cathy Appel • Carol Schuster • Robert Grimm • Gail Sinai • Sali Ann Kriegsman • Frederieke Sanders Taylor • Micki Wesson, President Emerita MEREDITH MONK/The House Foundation for the Arts is made possible, in part, with public and private funds from: MEREDITH MONK AND ANN HAMILTON: Aaron Copland Fund for -
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 -
Signers of the United States Declaration of Independence Table of Contents
SIGNERS OF THE UNITED STATES DECLARATION OF INDEPENDENCE 56 Men Who Risked It All Life, Family, Fortune, Health, Future Compiled by Bob Hampton First Edition - 2014 1 SIGNERS OF THE UNITED STATES DECLARATION OF INDEPENDENCE TABLE OF CONTENTS INTRODUCTON Page Table of Contents………………………………………………………………...………………2 Overview………………………………………………………………………………...………..5 Painting by John Trumbull……………………………………………………………………...7 Summary of Aftermath……………………………………………….………………...……….8 Independence Day Quiz…………………………………………………….……...………...…11 NEW HAMPSHIRE Josiah Bartlett………………………………………………………………………………..…12 William Whipple..........................................................................................................................15 Matthew Thornton……………………………………………………………………...…........18 MASSACHUSETTS Samuel Adams………………………………………………………………………………..…21 John Adams………………………………………………………………………………..……25 John Hancock………………………………………………………………………………..….29 Robert Treat Paine………………………………………………………………………….….32 Elbridge Gerry……………………………………………………………………....…….……35 RHODE ISLAND Stephen Hopkins………………………………………………………………………….…….38 William Ellery……………………………………………………………………………….….41 CONNECTICUT Roger Sherman…………………………………………………………………………..……...45 Samuel Huntington…………………………………………………………………….……….48 William Williams……………………………………………………………………………….51 Oliver Wolcott…………………………………………………………………………….…….54 NEW YORK William Floyd………………………………………………………………………….………..57 Philip Livingston…………………………………………………………………………….….60 Francis Lewis…………………………………………………………………………....…..…..64 Lewis Morris………………………………………………………………………………….…67 -
Patrick Huges Reverspective Room Photo Project Name:______
Patrick Huges Reverspective Room Photo Project Name:______________ Perspective - The art of drawing solid objects on a two-dimensional surface so as to give the right impression of their height, width, depth. 2. A work created in such a way, esp. one appearing to enlarge or extend the actual space, or to give the effect of distance. Reverspective - are painted on a continuous surface that is made up of one or more truncated pyramids that protrude from a flat plane. When viewed from a sufficiently large distance, either monocularly or binocularly, the parts of the painting that actually protrude appear to recede into the background of the scene portrayed. Patrick Hughes is a British artist working in London. He is the creator of Reverspective , Patrick Hughes – an optical illusion on a 3-dimensional surface where the parts of the picture which seem Reverspective farthest away are actually physically the nearest. Creator Patrick Hughes: Vanishing Venice Patrick Hughes: Reverspective Sculpture Picture Reverspective Sculpture Frame Patrick Hughes, Colour Sings, 2007. STEP ONE: RESEARCH Patrick Hughes and his Reverspective Sculptures on the school network: K://Mr. Arnett/AWQ 3M/06 - Patrick Huges Reverspective Room Photo Project/intro.htm and complete the questions on the attached sheet – “Researching Reverspective Sculpture in Art” by choosing one artwork to answer the questions on. STEP TWO: DRAW a series of at least 3 different possible conceptual sketches incorporating reverspective photo as based on Patrick Huges Sticking Out Room. Consider these specific elements and principles: Line, Shape, Space. REMEMBER: Have your sketches approved by the teacher before start creating your reverspective photo project. -
Tour Guide Manual •2016 Edition
TOUR GUIDE MANUAL • 2016 Edition 1 TABLE OF CONTENTS 4 INTRODUCTION TO THE MANUAL 27 CHAPTER 5 45 Anson Ward – Oglethorpe Square The Modern City 5 CHAPTER 1 46 Franklin Ward – Franklin Square The Development of Savannah 36 CHAPTER 6 47 Warren Ward – Warren Square The Ward System MAP OF SIGNIFICANT SITES Washington Ward – Washington MAP OF HISTORIC WARDS 10 CHAPTER 2 Square Savannah’s Evolution 38 Decker Ward – Ellis Square 48 Columbia Square – Columbia 15 CHAPTER 3 39 Derby Ward – Johnson Square Square The American Revolution 40 Heathcote Ward – Telfair Square 50 Greene Ward – Greene Square 20 CHAPTER 4 42 Percival Ward – Wright Square Liberty Ward – Liberty Square Unrest in the South 43 Reynolds Ward – Reynolds Square 51 Elbert Ward – Elbert Square 52 Jackson Ward – Orleans Square 2 Table of Contents TABLE OF CONTENTS 52 Brown Ward – Chippewa Square 61 Calhoun Ward – Calhoun Square 80 CHAPTER 10 54 Crawford Ward – Crawford Wesley Ward – Whitefield Square City Ordinances for All Tour Square Guides 63 CHAPTER 7 55 Pulaski Ward – Pulaski Square The Historic District’s Burial APPENDICES Jasper Ward – Madison Square Grounds 92 APPENDIX A: Filming in Savannah 56 Lafayette Ward – Lafayette Square 65 CHAPTER 8 Gaston Street & Forsyth Park 93 APPENDIX B: Suggested 58 Troup Ward – Troup Square Readings 69 CHAPTER 9 59 Chatham Ward – Chatham Touring the Historic District’s 96 Savannah’s Research Libraries Square Perimeter and Archives Monterey Ward – Monterey Square Table of Contents 3 INTRODUCTION TO THE TOUR GUIDE MANUAL Tourism Leadership Council, TLC Tour Guide Certification development committee, TOURISM December 2015 VISION ••ADVOCACY ACTION The TLC’s Tour Guide Certification program seeks to enhance historical interpretation in the greater Savannah area. -
1 Social Studies, Grade 2 Week 6 (September 21-25, 2020)
Social Studies, Grade 2 Week 6 (September 21-25, 2020) Friday Step 1: Summarize the learning your student has engaged in during the last three weeks of Social Studies. Use the following points to help your student understand that the founding of Georgia was a process and necessitated cooperation, friendship, and leadership amongst Oglethorpe, Tomochichi, and Musgrove. This collaborative work also led to the establishment of Savannah as Georgia’s first city because of its prime location and economic prospects. Use some of the following points to guide your student in synthesizing the information that s/he has learned: • James Oglethorpe, an English settler, was interested in setting up a new colony to provide a way for poor men to avoid debt and prison and be able to live a good life. • Ultimately, military and economic issues were the main factors for creating a new colony, and King George II granted a charter for starting an English colony. • James Oglethorpe and other English settlers, who had skills necessary for the colony’s success, sailed to America. • James Oglethorpe wanted to settle on land that belonged to the Creek Indians. • Tomochichi, Chief of the Yamacraw Indians, became friends with Oglethorpe and allowed colonists to settle on Yamacraw Bluff near Savannah River to trade with the English. • Tomochichi traveled to England and convinced his people the English had good intentions of colonizing the land in Georgia. • Oglethorpe and Tomochichi worked together to develop the major city of Savannah, located on Yamacraw Bluff. • Mary Musgrove, daughter of an English trader and Creek Indian mother, served as a translator for Tomochichi and Oglethorpe and helped the peaceful relationship between Indians and colonists by operating a trading post in Savannah. -
Ireland: an Island of Cultural Variety
1 INTRODUCTION IRELAND: AN ISLAND OF CULTURAL VARIETY Throughout its history, Ulster, the northern province of Ireland, has been a place where many different peoples have left their influence. In the last millennium Vikings, Anglo-Normans, Huguenots, Moravians, Italians, Jews and many others have settled here. The strongest cultural influences, however, have been English, Irish and Scottish, a triple blend that has given Ulster its distinctive character. At the narrowest part, only 13 miles separate Ulster – Ireland’s northern province – and Scotland. The sea has been a bridge rather than a barrier. Almost 2 million people make the crossing by ferry every year. THREE NAMES FOR THE SAME PEOPLE Ulster-Scots, Scotch-Irish and Scots-Irish are three names for a people whose origins can be traced to Scotland. In Ulster, where they settled in large numbers in the 1600s, they are known as the Ulster-Scots. In America, they are known as the Scotch-Irish or Scots-Irish. All three terms have a long pedigree – the earliest recorded use of ‘Scotch-Irish’ can be found in Maryland in 1690. THE SCOTCH-IRISH AND AMERICA Over the centuries Scotch-Irish families have travelled to every corner of the globe in search of new lives and new opportunities. In the United States their influence has been huge and their legacy includes pioneers, presidents, military commanders, religious leaders, educators, philanthropists Only two names appear on the printed Declaration of Independence. and giants of industry and commerce. John Hancock is thought to have had County Down ancestry, while Charles Thomson was born in County Londonderry. -
Last Post Indian War Memorials Around the World
Last Post Indian War Memorials Around the World Introduction • 1 Rana Chhina Last Post Indian War Memorials Around the World i Capt Suresh Sharma Last Post Indian War Memorials Around the World Rana T.S. Chhina Centre for Armed Forces Historical Research United Service Institution of India 2014 First published 2014 © United Service Institution of India All rights reserved. No part of this publication may be reproduced or transmitted, in any form or by any means, without prior permission of the author / publisher. ISBN 978-81-902097-9-3 Centre for Armed Forces Historical Research United Service Institution of India Rao Tula Ram Marg, Post Bag No. 8, Vasant Vihar PO New Delhi 110057, India. email: [email protected] www.usiofindia.org Printed by Aegean Offset Printers, Gr. Noida, India. Capt Suresh Sharma Contents Foreword ix Introduction 1 Section I The Two World Wars 15 Memorials around the World 47 Section II The Wars since Independence 129 Memorials in India 161 Acknowledgements 206 Appendix A Indian War Dead WW-I & II: Details by CWGC Memorial 208 Appendix B CWGC Commitment Summary by Country 230 The Gift of India Is there ought you need that my hands hold? Rich gifts of raiment or grain or gold? Lo! I have flung to the East and the West Priceless treasures torn from my breast, and yielded the sons of my stricken womb to the drum-beats of duty, the sabers of doom. Gathered like pearls in their alien graves Silent they sleep by the Persian waves, scattered like shells on Egyptian sands, they lie with pale brows and brave, broken hands, strewn like blossoms mowed down by chance on the blood-brown meadows of Flanders and France. -
Translating Proper Names: a Functionalist Approach
Translating Proper Names: a Functionalist Approach Anastasia Parianou Ionian University, Greece Proper names create special problems for translators. A typology of proper names is presented and their use in aesthetic-expressive and informative texts is discussed. Some of the major problems faced by translators are considered with examples from English, German, French, and Greek. Some suggestions for translation considering the communicative- functional roles of proper names are given. Introduction Proper names are neglected theoretically and are regarded as a rather heterogeneous group, difficult to handle according to established conventions (Danielsson and Miihlenbock 1998, 266). Similarly, proper names are considered to exist "outside" languages and are thus found in few monolingual dictionaries and in even fewer bilingual ones. Proper names can be regarded as untranslatable objects and to have, as Mill stated, no inherent meaning or connotation (Newmark 1981, 70) until a description referring to the same object is supplied. It is obvious that this is not a practical or helpful standpoint for the translation of proper names (cf. Danielsson and Miihlenbock 1998, 266). The fact that proper names may be different from common nouns should not be an argument against their translatability, which is determined by the communicative-pragmatic function of a text (Glaser 2005, 264). In fact proper names belong to interdisciplinary research that affects disciplines as diverse as anthropology, history, law, linguistics, philosophy, social psychology, -
Ascension Heights Subdivision Project
FINAL ENVIRONMENTAL IMPACT REPORT Ascension Heights Subdivision Project Lead Agency: County of San Mateo Planning and Building Department 455 County Center, 2nd Floor Redwood City, CA 94063 PLN2002-00517 SCH No. 2003102061 November 2009 ASCENSION HEIGHTS SUBDIVISON PROJECT FINAL ENVIRONMENTAL IMPACT REPORT Lead Agency: San Mateo County Planning and Building Department 455 County Center, 2nd Floor Redwood City, CA 94063 Contact: James A. Castañeda, Planner II (650) 363-1853 [email protected] Environmental Consultant: Christopher A. Joseph & Associates 179 H Street Petaluma, CA 94952 November 2009 This document is prepared on paper with 100% recycled content. TABLE OF CONTENTS Section Page I. INTRODUCTION............................................................................................................................... I-1 A. LOCATION........................................................................................................................... I-1 B. SUMMARY OF THE PROPOSED PROJECT ................................................................... I-1 C. ENVIRONMENTAL REVIEW PROCESS......................................................................... I-2 D. USE OF THIS DOCUMENT................................................................................................ I-3 II. RESPONSE TO COMMENTS .........................................................................................................II-1 A. OVERVIEW .........................................................................................................................II-1