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Further Investigations Into the King George
Louisiana State University LSU Digital Commons LSU Master's Theses Graduate School 2010 Further investigations into the King George Island Mounds site (16LV22) Harry Gene Brignac Jr Louisiana State University and Agricultural and Mechanical College, [email protected] Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_theses Part of the Social and Behavioral Sciences Commons Recommended Citation Brignac Jr, Harry Gene, "Further investigations into the King George Island Mounds site (16LV22)" (2010). LSU Master's Theses. 2720. https://digitalcommons.lsu.edu/gradschool_theses/2720 This Thesis is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Master's Theses by an authorized graduate school editor of LSU Digital Commons. For more information, please contact [email protected]. FURTHER INVESTIGATIONS INTO THE KING GEORGE ISLAND MOUNDS SITE (16LV22) A Thesis Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Master of Arts in The Department of Geography and Anthropology By Harry Gene Brignac Jr. B.A. Louisiana State University, 2003 May, 2010 ACKNOWLEDGMENTS First and foremost, I would like to give thanks to God for surrounding me with the people in my life who have guided and supported me in this and all of my endeavors. I have to express my greatest appreciation to Dr. Rebecca Saunders for her professional guidance during this entire process, and for her inspiration and constant motivation for me to become the best archaeologist I can be. -
Islenos and Malaguenos of Louisiana Part 1
Islenos and Malaguenos of Louisiana Part 1 Louisiana Historical Background 1761 – 1763 1761 – 1763 1761 – 1763 •Spain sides with France in the now expanded Seven Years War •The Treaty of Fontainebleau was a secret agreement of 1762 in which France ceded Louisiana (New France) to Spain. •Spain acquires Louisiana Territory from France 1763 •No troops or officials for several years •The colonists in western Louisiana did not accept the transition, and expelled the first Spanish governor in the Rebellion of 1768. Alejandro O'Reilly suppressed the rebellion and formally raised the Spanish flag in 1769. Antonio de Ulloa Alejandro O'Reilly 1763 – 1770 1763 – 1770 •France’s secret treaty contained provisions to acquire the western Louisiana from Spain in the future. •Spain didn’t really have much interest since there wasn’t any precious metal compared to the rest of the South America and Louisiana was a financial burden to the French for so long. •British obtains all of Florida, including areas north of Lake Pontchartrain, Lake Maurepas and Bayou Manchac. •British built star-shaped sixgun fort, built in 1764, to guard the northern side of Bayou Manchac. •Bayou Manchac was an alternate route to Baton Rouge from the Gulf bypassing French controlled New Orleans. •After Britain acquired eastern Louisiana, by 1770, Spain became weary of the British encroaching upon it’s new territory west of the Mississippi. •Spain needed a way to populate it’s new territory and defend it. •Since Spain was allied with France, and because of the Treaty of Allegiance in 1778, Spain found itself allied with the Americans during their independence. -
Calendar No. 238
Calendar No. 238 110TH CONGRESS " ! REPORT 1st Session SENATE 110–107 DEPARTMENTS OF LABOR, HEALTH AND HUMAN SERVICES, AND EDUCATION, AND RELATED AGENCIES APPROPRIATION BILL, 2008 R E P O R T OF THE COMMITTEE ON APPROPRIATIONS U.S. SENATE ON S. 1710 JUNE 27, 2007.—Ordered to be printed Departments of Labor, Health and Human Services, and Education, and Related Agencies Appropriation Bill, 2008 (S. 1710) Calendar No. 238 110TH CONGRESS REPORT " ! 1st Session SENATE 110–107 DEPARTMENTS OF LABOR, HEALTH AND HUMAN SERV- ICES, AND EDUCATION, AND RELATED AGENCIES APPRO- PRIATION BILL, 2008 JUNE 27, 2007.—Ordered to be printed Mr. HARKIN, from the Committee on Appropriations, submitted the following REPORT [To accompany S. 1710] The Committee on Appropriations reports the bill (S. 1710) mak- ing appropriations for Departments of Labor, Health and Human Services, and Education and related agencies for the fiscal year ending September 30, 2008, and for other purposes, reports favor- ably thereon and recommends that the bill do pass. Amount of budget authority Total of bill as reported to the Senate ............. $605,536,474,000 Amount of 2007 appropriations ........................ 545,857,321,000 Amount of 2008 budget estimate ...................... 596,378,249,000 Bill as recommended to Senate compared to— 2007 appropriations .................................... ∂59,679,153,000 2008 budget estimate ................................. ∂9,158,225,000 36–285 PDF CONTENTS Page Summary of Budget Estimates and Committee Recommendations ................... -
Llttroduction the Section of Louisiana
area between the two northe111 boundaries \llhich the English had established was in dispute between the new United States and Spain, who again owned the rest of llTTRODUCTION Flo~ida - both East and West - as a result of the lat est Treaty of Paris. This dispute continued until 1798, when the United States waS finally put in The section of Louisiana known today as the pos~ession of the area to the thirty-first parallel "Florida Parishes" -- consisting of the eight (the lower boundary line), which waS re-established parishes of East and West Feliciana, East Baton Rouge, as the northern boundar,y of West Florida. st. Helena, Livingston, Tangipahoa, Washington, and When the United States purchased from France in St. Tammany -- was included in the area known as the 1803 the real estate west of the Mississippi River province of I1Louisiana" claimed by France until 1763· kno"m as the "Louisiana Purchase," the United States Under the terms of the Treaty of Paris which in that mad~ feeble claims on the area of West Florida re year ended the Seven Years War, or the French and maining to Spain. Indian Wax, this territory became English along with Meantime, several abortive attempts at all the territory east of the Mississippi River ex reb~llion against Spain were made within the area. cept the Isle of Orleans*. Even the Spanish province On 23 September 1810 a successful armed revolt of "Florida" (approximately the present state of OCC1.trred, and for a short time the "Republic of Florida) became English at that time. -
Geology of the Plaquemine 7.5-Minute Quadrangle, LA
Geology of the Plaquemine 7.5-Minute Quadrangle, LA Louisiana Geological Survey Introduction, Location, and Geologic Setting The Plaquemine 7.5-minute quadrangle lies in the southeastern portion of the south Louisiana coastal plain (Figures 1, 2), situated mostly in the Holocene Mississippi River flood plain but overlapping Pleistocene uplands at its northeast corner. The axis of the deep- subsurface lower Cretaceous shelf edge (Toledo Bend flexure), which trends west-northwest to east-southeast, lies approximately 30 km (18.6 mi) to the north of the study area. The surface of Plaquemine quadrangle comprises mostly Holocene deposits associated with the most recent course of the Mississippi River, course 1. The northeast corner uplands represent strata of the Pleistocene Hammond alloformation, Prairie Allogroup. The Hammond is covered by late Pleistocene Peoria Loess that is 3–5 m (~10–16 ft) thick. The units recognized and mapped in this investigation are summarized in Figures 3 and 4. Previous Work The Plaquemine quadrangle covers portions of three parishes (Figure 1), West Baton Rouge, East Baton Rouge, and Iberville. It lies in the northeastern portion of the Baton Rouge 30 × 60 minute quadrangle, the surface geology of which was compiled at 1:100,000 scale by Heinrich and Autin (2000), originally with STATEMAP support. Prior to this compilation, Self (1980, 1986) mapped the surface geology of the uplands of all of Louisiana’s “Florida” parishes in southeastern Louisiana, though at 1:250,000 scale, and Autin and McCulloh (1991) mapped the surface geology of East Baton Rouge Parish at 1:24,000 scale. Tomaszewski et al. -
A Cultural Geography. John Burkhardt Rehder Louisiana State University and Agricultural & Mechanical College
Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1971 Sugar Plantation Settlements of Southern Louisiana: a Cultural Geography. John Burkhardt Rehder Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Rehder, John Burkhardt, "Sugar Plantation Settlements of Southern Louisiana: a Cultural Geography." (1971). LSU Historical Dissertations and Theses. 1944. https://digitalcommons.lsu.edu/gradschool_disstheses/1944 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. ) I 71-20,616 REHDER, John Burkhardt, 1942- SUGAR PLANTATION SETTLEMENTS OF SOUTHERN LOUISIANA: A CULTURAL GEOGRAPHY. The Louisiana State University and Agricultural and Mechanical College, Ph.D., 1971 Geography University Microfilms, A XEROX Company, Ann Arbor, Michigan THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. SUGAR PLANTATION SETTLEMENTS OF SOUTHERN LOUISIANA: A CULTURAL GEOGRAPHY A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Department of Geography and Anthropology by John Burkhardt Rehder M.A., Louisiana State University, 1965 January, 1971 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ACKNOWLEDGMENT Although there are many persons who should be included in this tribute, there are those who deserve attention for having guided and contributed toward the completion of this work. -
?Mg HI JAV 13 Compensation of Officers, Directors, Trustees, Etc 14 Other Employee Salaries and Wages
Return of Private Foundation OMB No 1545-0052 Form 990 -PF or Section 4947(a)(1) Trust Treated as Private Foundation Do not enter social security numbers on this form as it may be made public. Department of the Treasury ► X015 Internal Revenue Service ► Information about Form 990-PF and its separate instructions is at www.irs.gov/form990pf. • ' ?I ITPT-M trM For calendar year 2015 or tax year beginning , 2015, and ending , 20 Name of foundation A Employer identification number Monsanto Fund 43-6044736 Number and street (or P 0 box number if mail is not delivered to street address) Room/suite B Telephone number (see instructions) 800 North Lindbergh Blvd. 314-694-4391 City or town, state or province, country, and ZIP or foreign postal code q C If exemption application is ► pending , check here. St. Louis, MO 63167 G Check all that apply Initial return Initial return of a former public charity D 1 Foreign organizations , check here . ► El Final return Amended return 2 Foreign organizations meeting the Address change Name change 85% test , check here and attach computation , , . ► H Check type of organization X Section 501(c)(3) exempt private foundation E It private foundation status was terminated Section 4947 ( a )( 1 ) nonexem pt charitable trust Other taxable p rivate foundation 0 under section 507(b )(1)(A), check here . ► I Fair market value of all assets at J Accounting method X Cash Accrual F If the foundation is in a 60-month termination q end of year (from Part Il, col (c), line Other (specify) under section 507(b )( 1)(B), check here . -
Management Plan / Environmental Assessment, Atchafalaya
Atchafalaya National Heritage Area Heritage National Atchafalaya COMMISSION REVIEW- October 1, 2010 Vol. I SEPTEMBER 2011 Environmental Assessment Environmental Management Plan Note: This is a low resolution file of the painting, “Hope” to show artwork and placement. Artwork will be credited to Melissa Bonin, on inside front cover. AtchafalayaAtchafalaya NationalNational HeritageHeritage AreaArea MANAGEMENT PLAN / ENVIRONMENTAL ASSESSMENT SEPT DRAFT MANAGEMENT PLAN / ENVIRONMENTAL ASSESSMENT 2011 As the nation’s principal conservation agency, the Department of the Interior has responsibility for most of our nationally owned public lands and natural resources. This includes fostering sound use of our land and water resources; protecting our fish, wildlife, and biological diversity; preserving the environmental and cultural values of our national parks and historical places; and providing for the enjoyment of life through outdoor recreation. The department assesses our energy and mineral resources and works to ensure that their development is in the best interests of all our people by encouraging stewardship and citizen participation in their care. The department also has a major responsibility for American Indian reservation communities and for people who live in island territories under U.S. administration. Front cover photo credit: Louisiana Office of Tourism NPS ABF/P77/107232 SEPTEMBER 2011 Printed on recycled paper July 1, 2011 Dear Stakeholders: I am pleased to present the Atchafalaya National Heritage Area Management Plan and Environmental Assessment developed by the Atchafalaya Trace Commission. The Plan is a model of collaboration among public agencies and private organizations. It proposes an integrated and cooperative approach for projects that will protect, interpret and enhance the natural, scenic, cultural, historical and recreational resources of the Atchafalaya National Heritage Area. -
A Medley of Cultures: Louisiana History at the Cabildo
A Medley of Cultures: Louisiana History at the Cabildo Chapter 1 Introduction This book is the result of research conducted for an exhibition on Louisiana history prepared by the Louisiana State Museum and presented within the walls of the historic Spanish Cabildo, constructed in the 1790s. All the words written for the exhibition script would not fit on those walls, however, so these pages augment that text. The exhibition presents a chronological and thematic view of Louisiana history from early contact between American Indians and Europeans through the era of Reconstruction. One of the main themes is the long history of ethnic and racial diversity that shaped Louisiana. Thus, the exhibition—and this book—are heavily social and economic, rather than political, in their subject matter. They incorporate the findings of the "new" social history to examine the everyday lives of "common folk" rather than concentrate solely upon the historical markers of "great white men." In this work I chose a topical, rather than a chronological, approach to Louisiana's history. Each chapter focuses on a particular subject such as recreation and leisure, disease and death, ethnicity and race, or education. In addition, individual chapters look at three major events in Louisiana history: the Battle of New Orleans, the Civil War, and Reconstruction. Organization by topic allows the reader to peruse the entire work or look in depth only at subjects of special interest. For readers interested in learning even more about a particular topic, a list of additional readings follows each chapter. Before we journey into the social and economic past of Louisiana, let us look briefly at the state's political history. -
The Cultural Geography of Hidden Landscapes and Masked Performances in South Louisiana Gumbo Cooking
Louisiana State University LSU Digital Commons LSU Doctoral Dissertations Graduate School 2015 Just Throw it in the Pot! The ulturC al Geography of Hidden Landscapes and Masked Performances in South Louisiana Gumbo Cooking Corey David Hotard Louisiana State University and Agricultural and Mechanical College, [email protected] Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_dissertations Part of the Social and Behavioral Sciences Commons Recommended Citation Hotard, Corey David, "Just Throw it in the Pot! The ulturC al Geography of Hidden Landscapes and Masked Performances in South Louisiana Gumbo Cooking" (2015). LSU Doctoral Dissertations. 1493. https://digitalcommons.lsu.edu/gradschool_dissertations/1493 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Doctoral Dissertations by an authorized graduate school editor of LSU Digital Commons. For more information, please [email protected]. JUST THROW IT IN THE POT! THE CULTURAL GEOGRAPHY OF HIDDEN LANDSCAPES AND MASKED PERFORMANCES IN SOUTH LOUISIANA GUMBO COOKING A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Department of Geography and Anthropology by Corey David Hotard BA, Louisiana State University, 1999 MA, Louisiana State University, 2003 December 2015 Dedicated to those who left before me: Dr. Thomas Eubanks, Lester Landry, Dr. Miles Richardson, Augie Fragala and Jamie Lapeyrouse Cox ii ACKNOWLEDGEMENTS If it takes a village to raise a child, it takes a city to complete a dissertation! The first people that deserve acknowledgements are definitely my parents. -
A Jewish Day School Surfing the Edge: an Autoethnographic Study
1 A JEWISH DAY SCHOOL SURFING THE EDGE: AN AUTOETHNOGRAPHIC STUDY A Doctoral Thesis presented by Sharon Pollin to The School of Education In partial fulfillment of the requirements for the degree of Doctor of Education In the field of Education College of Professional Studies Northeastern University Boston, Massachusetts February 2017 2 Abstract A thriving Jewish day school is a vital cornerstone of a flourishing Jewish community. Particularly in communities with small Jewish populations, Jewish day schools are able to play roles that extend beyond the lives of their own student body, and they often serve as a hub for community connection and engagement. In July 2013, with a student enrollment of 27, a nationally recognized day school feasibility expert recommended that the Community Day School of New Orleans close its doors. The research problem I intend to study is my experience as leader of the K–5 (renamed) Jewish Community Day School of Greater New Orleans, as it endeavors to achieve viability and strength. Although many recent studies focus on the sustainability of Jewish day schools, there is a gap in the literature about the journey of a school poised at the edge of the wave between viability and impossibility. This autoethnographic account of my experience will contribute to the growing body of scholarly literature on Jewish day school sustainability. Complexity leadership theory serves as the theoretical framework for this research project. Keywords: Complexity leadership theory, autoethnography, Jewish day school sustainability, New Orleans 3 Acknowledgments I would like to thank Rabbi Dr. Karen Reiss Medwed for the persistence of her support and guidance as my professor at Hebrew College and as my doctoral advisor at Northeastern University. -
Curriculum Guide. Grade 8. Louisiana State Dept. of Education, Bato
DOCUMENT RESUME ED 296 931 SO 019 166 TITLE Acadians of Louisiana: Curriculum Guide. Grade 8. Bulletin 1780. INSTITUTION Louisiana State Dept. of Education, Baton Rouge. Div. of Academic Programs. PUB DATE [873 NOTE 237p.; Acadian Odyssey Bicentennial Commission and the Council for the Development of French in Louisiana co-sponsored the development of this publication. PUB TYPE Guides Classroom Use Guides (For Teachers) (052) EDRS PRICE MF01/PC10 Plus Postage. DESCRIPTORS Course Content; Cultural Awareness; Cultural Background; *Cultural Education; Cultural Influences; Curriculum Development; Folk Culture; *Grade 8; History; History Instruction; Information Sources; Instructional Materials; Junior High Schools; Learning Activities; Program Content; Resource Units; *Social Studies; State Curriculum Guides; *State History; State Programs; Units of Study IDENTIFIERS *Acadians; Cajuns; *Louisiana ABSTRACT This document, a supplement to the "Louisiana Studies Curriculum Guide," was designed to enhance junior high school students' appreciation for the Acadian settlers impact on Louisiana history and culture. A course outline presents four units of study that include: (1) early history; (2) life in Louisiana; (3) social and cultural life; and (4) the evolving and modern Cajuns. Each unit is divided into specific sections that contain: (1) generalization, concept, and learner outcome statements; (2) a content outline; and (3) suggested activities. A 50-item bibliography and glossary of terms are provided. Appendices include: (1) a suggested teaching timetable; (2) a teacher's reference entitled, "Louisiana French Heritage"; (3) student handouts; (4) maps; (5) Acadian music and dances; (6) suggested French language learning objectives and activities; (7) an overview of Louisiana French oral literature; (8) an exploration of the role and history of Cajun music in Louisiana French society; and (9) a selected collection of Acadian recipes.