LARSON PLACE a Community Full of Life
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Connecticut Connections: the Places That Teach Us About Historical Archaeology
CONNECTICUT_CONNECTIONS_THE_PLACES_THAT 2/28/2017 4:13 PM Connecticut Connections: The Places That Teach Us About Historical Archaeology LUCIANNE LAVIN Institute for American Indian Studies To many people the word “archaeology” invokes images of Egyptian pyramids, Aztec temples, the treasures of ancient Rome. If they are aware of North American archaeology, they usually picture archaeology sites far west of New England – 10,000-year-old early man sites on the Plains or the Southwestern Pueblo cliff dwellers. They rarely consider Connecticut as a center of important archaeological activity. But it is! As the preceding articles on Connecticut archaeology aptly illustrate, our state’s rich multi-cultural heritage is reflected and informed by its archaeology sites. Connecticut contains thousands of prehistoric, historic, industrial, and maritime archaeological sites created by the ancestors of its various ethnic residents. Many are thousands of years old. Because Connecticut History is specifically an history journal, I will restrict my discussion to post- European contact archaeology sites. Archaeology sites provide insights on fascinating and important stories about Connecticut that often are not found in local history books. Domestic, commercial, and industrial archaeology sites provide clues to the diverse lifestyles of Connecticut’s residents through time, their community relationships and events, and the cultural changes that modified those lifestyles and connections. But where can one go to learn about Connecticut archaeology? The best places are the sites themselves. Plan an excursion to some of these wonderful archaeology localities where you can spend enjoyable, quality time with family and friends while learning about a specific aspect of local, regional, and even national history. -
Mill River Watershed Management Plan
Mill River Watershed Based Plan prepared by SEPTEMBER 2018 Acknowledgements We would like to thank the following individuals and organizations for their contributions of time and effort to the development of this plan: Project Steering Committee Carl Amento, South Central Region Council of Governments Rebecca Andreucci, South Central Region Council of Governments Mark Austin, Hamden Town Engineer Bill Brown, Eli Whitney Museum Aaron Budris, Naugatuck Valley Council of Governments Kim Digiovanni, Quinnipiac University Sean Duffy, Quinnipiac University/Albert Schweitzer Institute Alex Felson, Director, Yale Urban Ecology & Design Mark Foran, Whitneyville Civic Association Dawn Henning, City of New Haven Engineering Daniel W. Kops, Hamden Town Planner Elsa Loehmann, Cheshire Land Trust JR Logan, Mill River Trail Advocates Chris Malik, Connecticut Department of Energy and Environmental Protection Connie Matheson, Whitneyville Civic Association Kevin McCarthy, Friends of East Rock Park/Mill River Trail Advocates Mary Mushinsky, River Advocates of South Central Connecticut Pamela Roach, Cheshire Land Trust Nancy Rosembalm, Hamden Land Trust Joy Vanderlek, Cheshire Land Trust Ron Walters, South Central Connecticut Regional Water Authority Aicha Woods, New Haven City Planning Anthony Zemba, Fitzgerald & Halliday, Inc. Gary Zrelak, Greater New Haven Water Pollution Control Authority Other Involved Stakeholders Gabe Benoit, Yale FES Professor, Hixon Center Director Rebecca Bombero, Director of New Haven Parks, Recreation, and Trees Lee Cruz, Community -
USOI/NPS NHHP Registration Form (Rev. 8-86) East Rock Park. New Haven. CT
USOI/NPS NHHP Registration Form (Rev. 8-86) East Rock Park. New Haven. CT T^NAME OF PROPERTY Historic Name: East Rock Park Other Name/Site Number: NA Street & Number: Davis, Orange & Rock Streets; East Rock Road; Park Drive Not for publication: NA City/Town: New Haven & Hamden_____________ Vicinity: NA State:_CJ_ County: New Haven_____ Code: 009 Zip Codes: 06511. 06517 3. ^ULASSI FIXATION Ownership of Property Category of Property Private:__ Building(s):__ Public-local: x District: x Public-State:__ Site:__ Public-Federal:__ Structure:__ Object:__ Number of Resources within Property Contributing Noncontributing 6 8 buildings 1 1 sites 1 1 structures 6 ___ objects 14 10 Total Number of Contributing Resources Previously Listed in the National Regi ster: NA Name of related multiple property listing: NA_______________ «ev East Rock Park. New Haven , CT -aae ICtt 4. STATE/FEDERAL AGENCY CERTIFICATION As the designated authority under the National Historic Preservation Act of 1986, as amended, I hereby certify that this _X_ nomination __ request for determination of eligibility meets the documentation standards for registering properties in the National Register of Historic Places and meets the procedural and professional requirements set forth in 36 CFR Part 60. In my opinion, the property X meets __ does not meet the National Register Criteria. ^^ ^ 3/3/97 lre or Certifw^ng Official Date W. Shannahan .^Director, Connecticut Historical Comnission State or Federal Agency and Bureau In my opinion, the property meets does not meet the National Register criteria. Signature of Commenting or Other Official Date State or Federal Agency and Bureau 5. -
Eli Whitney: Diligent Pioneer of Modern Industry
Eli Whitney: Diligent Pioneer of Modern Industry Full Lesson Plan COMPELLING QUESTION How might your diligent actions help others? VIRTUE Diligence DEFINITION Diligence is intrinsic energy for completing good work. LESSON OVERVIEW In this lesson, students will learn about how Eli Whitney diligently worked as the inventor of the cotton gin and interchangeable parts. Through his example, students will learn how being diligent can help them achieve their own purpose. OBJECTIVES • Students will analyze the diligent actions of Eli Whitney. • Students will apply their knowledge to act diligently in their own lives. • Students will understand ways in which they can be diligent. BACKGROUND Eli Whitney was one of the fathers of modern American industry. He was born into a family of modest means in Westborough, Massachusetts in 1765. Eli Whitney grew up less than forty miles from the location of the “shot heard round the world” at Lexington and Concord, and the ensuing Revolutionary War would provide his introduction to the world of industry. While only fourteen years old, he convinced his father to allow him to open a nail forge to sell nails to the surrounding community. Young Eli had heard local farmers complain about how it was impossible to buy nails, as all the local blacksmiths were occupied with military work for colonial patriots. While nails may not seem like a very exciting item, for eighteenth-century farmers they were a necessity. Eli’s vision was correct, and the forge was a tremendous success and provided financial help for the family. https://voicesofhistory.org BACKGROUND Eli aspired to attend college, a dream that seemed out of reach because his family’s lack of finances would make paying tuition a hardship. -
Mill River Watershed Based Plan Appendices B, C, D
Appendix B Technical Memorandum 2—Pollutant Loading Model: Mill River Watershed-Based Plan Mill River Watershed Based Plan M E M O R A N D U M TO: Nicole Davis and Gwen Macdonald, Save the Sound FROM: Erik Mas, P.E, Julianne Busa, Ph.D., and Stefan Bengtson, MSc, Fuss & O’Neill, Inc. DATE: May 16, 2018 RE: Technical Memorandum 1 – Pollutant Loading Model Mill River Watershed-Based Plan This memorandum summarizes the methods and results of a pollutant loading model that was developed for the Mill River watershed in support of a watershed-based plan. Pollutant loads characterize the amount or mass of a given pollutant delivered to a water body over a period of time. Estimation of pollutant loads from a watershed therefore provides insight into the relative contributions of pollutants from different land uses and land use practices within a watershed and is a key element of the EPA watershed-based planning process. 1. Introduction The Watershed Treatment Model (WTM), developed by the Center for Watershed Protection, was used to estimate annual pollutant loads from the following subwatersheds, which are modified from the 14 Connecticut Local Drainage Basins that comprise the Mill River and Willow Brook Subregional Basins (Figure 1): · Butterworth Brook and other Mill River Tributaries · Eaton Brook · Lake Whitney · Lower Mill River · Middle Mill River · Shepard Brook · Upper Mill River · Willow Brook · Willow Brook Tributaries The WTM is a screening-level model that can be used to estimate the loading of pollutants to a waterbody based on land use and other activities within a watershed. -
Mill River Watershed Based Plan Prepared by SEPTEMBER 2018
Mill River Watershed Based Plan prepared by SEPTEMBER 2018 Acknowledgements We would like to thank the following individuals and organizations for their contributions of time and effort to the development of this plan: Project Steering Committee Carl Amento, South Central Region Council of Governments Rebecca Andreucci, South Central Region Council of Governments Mark Austin, Hamden Town Engineer Bill Brown, Eli Whitney Museum Aaron Budris, Naugatuck Valley Council of Governments Kim Digiovanni, Quinnipiac University Sean Duffy, Quinnipiac University/Albert Schweitzer Institute Alex Felson, Director, Yale Urban Ecology & Design Mark Foran, Whitneyville Civic Association Dawn Henning, City of New Haven Engineering Daniel W. Kops, Hamden Town Planner Elsa Loehmann, Cheshire Land Trust JR Logan, Mill River Trail Advocates Chris Malik, Connecticut Department of Energy and Environmental Protection Connie Matheson, Whitneyville Civic Association Kevin McCarthy, Friends of East Rock Park/Mill River Trail Advocates Mary Mushinsky, River Advocates of South Central Connecticut Pamela Roach, Cheshire Land Trust Nancy Rosembalm, Hamden Land Trust Joy Vanderlek, Cheshire Land Trust Ron Walters, South Central Connecticut Regional Water Authority Aicha Woods, New Haven City Planning Anthony Zemba, Fitzgerald & Halliday, Inc. Gary Zrelak, Greater New Haven Water Pollution Control Authority Other Involved Stakeholders Gabe Benoit, Yale FES Professor, Hixon Center Director Rebecca Bombero, Director of New Haven Parks, Recreation, and Trees Lee Cruz, Community -
BUILDING a SEGREGATED CITY: HOW WE ALL WORKED Togethert
BUILDING A SEGREGATED CITY: HOW WE ALL WORKED TOGETHERt ROBERT A. SOLOMON* I. INTRODUCTION The story of American cities is usually told as the story of progressive waves of immigrants, establishing neighborhoods, and adding to the texture of the overall fabric of the city. Since World War II, however, the trend in cities has been one of shrinking population, increased minority (primarily African- American) population in the center city and a circle of wealthier, whiter sub- urbs on the fringes or outside the city. The modem American city is defined as much by who left as by who stayed. The result is a city which is often segre- gated, hampered by a weak tax and job base, and characterized by an older and less well-maintained housing stock than the suburbs. While each city has its own unique history and texture, many of the trends leading to segregated, impoverished cities are common. These trends are based not only on population movements, but on federal, state and local poli- cies that make the resulting segregated city all but inevitable. In this paper, I examine New Haven, Connecticut as a model, in the belief that the trends con- cerning segregation, housing policy and poverty are applicable throughout many, if not most, American cities. New Haven is old enough to have been affected by both early and recent immigration. It is a city of neighborhoods serving as a microcosm for larger cities. It is surrounded by a ring of whiter, wealthier suburbs. It had and lost a strong industrial base. Most importantly, it has served as a laboratory for vir- tually every twentieth century social policy experiment, by both the public and private sector. -
Forge & Foundry Structures Report
Buildings 8 & 10 Historic Structure Report Coltsville Na onal Historical Park Har ord, Connec cut 2017 RECOMMENDED: 2017 Superintendent, Coltsville Na onal Historical Park APPROVED: 2017 Chief, Historic Structure Research & Documenta on, Historic Architecture, Conserva on and Engineering Center, Northeast Region CONTENTS Contents................................................................................................................................ iii Figures................................................................................................................................... vii Acknowledgements............................................................................................................... x Introduc on.......................................................................................................................... xi Execu ve Summary........................................................................................................ xi Purpose and Scope................................................................................................. xi Basis of Inves ga on.............................................................................................. xi Highlights of the Historical Background.................................................................. xi Principal Features of the Original Construc on...................................................... xii Developmental Changes......................................................................................... xiii -
COLTSVILLE HISTORIC DISTRICT Page 1 United States Department of the Interior, National Park Service National Register of Historic Places Registration Form
NATIONAL HISTORIC LANDMARK NOMINATION NPS Form 10-900 USDI/NPS NRHP Registration Form (Rev. 8-86) OMB No. 1024-0018 COLTSVILLE HISTORIC DISTRICT Page 1 United States Department of the Interior, National Park Service National Register of Historic Places Registration Form 1. NAME OF PROPERTY Historic Name: Coltsville Historic District Other Name/Site Number: Colt Industrial District; Samuel Colt Home (Armsmear) 2. LOCATION Street and Number: Curcombe Street, Huyshope Avenue, Van Block Avenue, Not for publication: Vredendale Avenue, Van Dyke Avenue, Wethersfield Avenue, Wyllys Street – see addresses, Item 7 City/Town: Hartford Vicinity: State: Connecticut County: Hartford Code: 009 Zip Code: 06106 3. CLASSIFICATION Ownership of Property Category of Property Private: X Building(s): __ Public-Local: X District: X Public-State: Site: __ Public-Federal: Structure: __ Object: __ Number of Resources within Property Contributing Noncontributing 37 19 buildings 1 sites 1 5 structures 1 objects 40 24 Total Number of Contributing Resources Previously Listed in the National Register: 41 Name of Related Multiple Property Listing: N/A NPS Form 10-900 USDI/NPS NRHP Registration Form (Rev. 8-86) OMB No. 1024-0018 COLTSVILLE HISTORIC DISTRICT Page 2 United States Department of the Interior, National Park Service National Register of Historic Places Registration Form 4. STATE/FEDERAL AGENCY CERTIFICATION As the designated authority under the National Historic Preservation Act of 1966, as amended, I hereby certify that this ____ nomination ____ request for determination of eligibility meets the documentation standards for registering properties in the National Register of Historic Places and meets the procedural and professional requirements set forth in 36 CFR Part 60. -
Comprehensive Master and Real Estate/ Zoning Development Plan for the City of Middletown's Riverfront
Yale Urban Design Workshop Center for Urban Design Research udw.architecture.yale.edu Yale School of Architecture 1221 Chapel Street New Haven, Connecticut, USA T 203-764-5696 Founded in 1992, by Alan Plattus, then Associate Dean and Professor at the Yale School of Architecture, the Yale Urban Design Workshop (YUDW) is a community design center based at the School of Architecture. Since its founding, the YUDW has worked with communities across the state of Connecticut and around the world, providing planning and design assistance on projects ranging from comprehensive plans, economic development strategies and community visions to the design of public spaces, streetscapes and individual community facilities. Clients include small towns, city neighborhoods, planning departments, Chambers of Commerce, community development corporations, citizen groups, and private developers. After a number of years on the Yale campus, the YUDW currently occupies a space on Chapel Street in New Haven’s Dwight neighborhood, two blocks from the School of Architecture. In all its work, the YUDW is committed to an20 NOVEMBERinclusive, 2020 community-based process, grounded in broad citizen participation Comprehensiveand a vision of the design Master process as and a tool Real Estate/ for community organizing, empowerment, and capacity-building. A typical YUDW project may include design charrettes, focusZoning groups, andDevelopment town meetings, Plan as well for as more conventional means of program and theproject City development. of Middletown’s These projects -
Discover Eli Whitney
Curriculum Units by Fellows of the Yale-New Haven Teachers Institute 1979 Volume III: Remarkable City: Industrial New Haven and the Nation, 1800-1900 Discover Eli Whitney Curriculum Unit 79.03.03 by Benjamin A. Gorman The following narrative was written to provide teachers with an accessible account of Eli Whitney’s life and his place in our history. His spirit of inventiveness and accomplishments have made him the best known New Havener. The narrative is readable enough, I hope, for sixth and eighth grade students, so that they may use it directly to gain an understanding of Whitney’s role in American industrial progress and be proud of his relationship to New Haven. He might become for some of our students a symbol of achievement—a person who used his imagination to its fullest extent. The learning packet offers an opportunity for the students to learn about other New Haven inventors as well. Using Whitney and inventing as a reference, the students may then consider their possible future careers by exploring what they could offer, the need for education and what some jobs are like. Either the entire packet or selected parts may be used, depending upon the achievement level of the students. The packet may be used in teaching the industrial period in American history or in the study of New Haven as part of a Connecticut curriculum. The packet can be used independently by the students or according to the suggested schedule. Some of the activities may be assigned as homework and all students should be encouraged to complete at least one of the Quest Activities for extra credit, due at a later date. -
The Mill River Water Unit
Curriculum Units by Fellows of the Yale-New Haven Teachers Institute 1984 Volume VI: Geology and the Industrial History of Connecticut The Mill River Water Unit Curriculum Unit 84.06.05 by Lee B. Hotchkiss and Beverly Stern This unit focuses on water in general by studying the hydrologic cycle, maps and waterpower. It then narrows its focus to Connecticut’s Mill River Basin which provides local examples of the general concepts covered and offers numerous opportunities for field trips. The Mill River Water Unit is designed to be used in science or math classes, grades 9 through 12. One of us will be using it in a science class, the other in a technical math class. It will probably take about four weeks to cover. The unit has four major sections. Section I, on the hydrologic cycle, stresses that we have a specific, limited amount of water on Earth and the water we have continuously moves in a cycle of precipitation and evapotranspiration. 1 Students should learn to explain the cycle in words and diagrams, including the definitions of key terms. The map study, Section II, points out the need to go beyond the political state boundaries when considering geologic features and processes such as a region’s water supply and flow. Included here are knowing map locations, determining a river profile and using scales, a scale line and contour lines. Water has been essential in the economic development of New England. Central in this was the development of water power, the topic of Section III. The main purpose here is to describe the transition from water power being used first in local mills, then in factories and finally to produce electricity.