DOCSLIB.ORG

American History (AP)

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

American History (AP) COURSE OVERVIEW This yearling course is divided into four quarters consisting of a total of forty-two chapters broken down into sub-sections (units) ranging from two to three “subunits” per Unit. Each unit is then tested over using approximately one-hundred multiple-choice questions, a group of thirty to forty matching (People/Places and Events), a group of three to five identifications and a choice of one of three “thematic essay” questions. Each unit is introduced with a summary and listing of “People, Places and Events” relevant to that specific unit, these are to be defined and turned in on the day of the unit test. In addition, each student is divided into a study group that is responsible for the “Readings List” for classroom discussions, debates and written assignments. Students are also assigned a DBQ question that pertains to each individual unit. Primary Textbook Information: Kennedy, Cohen and Bailey (Advanced Placement Edition) The American Pageant, Boston & New York: Houghton Mifflin Company: copyright 2006 Supplemental Textbook Resources: Out of Many, A History of the American People: Faragher, Bulhe, Czitrorm & Armitage America, Pathways To the Present: Clayton, Perry, Reed, Winkler United States History: Preparing For The Advanced Placement Examination Primary Sources: Various primary sources are used throughout this course including, but not intended as an inclusive list below Carl J. Guarneri, America Compared, Second Edition, Vol., I & II. Kennedy & Bailey, The American Spirit, Eleventh Edution, Vol., I & II. Summer Readings John Lewis Graddis, The Cold War (A New History) Penguin Books 2005 Newman & Schmalbach, United StatesHhistory (Preparing for the Advanced Placement Examination) Amsco Publication, 2004 - Assorted reading sections, vocabulary, and essay questions. Document-Based Question Checklist Grading Rubric/Peer Evaluation Checklist: 1. Is the thesis clear and well-developed? ________ (1 Point) 2. Is the thesis statement distinguishable in the opening paragraph? _______ (1 Point) 3. Is the essay easy to read and follow, contain 3-5 paragraphs and free of significant errors? ________ (3 points) 4. Does the author use at least two substantial, meaningful quotes from the documents? ____________ (2 Points) 5. Does the author incorporate at least one piece of “outside” information into the main body of the essay? _________ (1 Point) 6. Does the closing paragraph contain the re-stated thesis statement and contain a concise conclusion to the essay? _________ (2 Points) Total Points: _________________ / 10 Points Possible Grading Scale: 9-8= Outstanding 5-4= Solid Effort 7-6= Great Effort 3-2= Needs some work... Comments: Please give a brief overview of both positive and negative comments concerning this essay: Positive Comment- Negative Comment- A.P. United States History Syllabus COURSE OVERVIEW COURSE OBJECTIVES The Advanced Placement American History course is designed to provide our students with a college-level experience. Preparation for the AP Exam in May provides the focal point and conceptual framework for this class. Special emphasis is placed on interpreting documents (primary sources), mastering a significant body of factual information, and the writing of critical essays (DBQ’s). Students will: - master a broad body of historical knowledge. - demonstrate an understanding of historical chronology. - use historical data to support an argument or position. - differeniate between historiographical schools of thought. - interpret and apply data from original documents, including cartoons, graphs, letters, etc. - effectively use analytical skills of evaluation, cause and effect, compare and contrast. - work effectively with others to produce products such as DBQ’s, Power Point Presentations, Review Sheets, and Group Review Study Packets. - prepare for and successfully pass the A.P. U.S. History Exam. 2007-2008 School Year A.P. Practice Testing Dates: A.P. Practice Test #1 October 18th Last Day of 1st Quarter A.P. Practice Test #2 January 9th Last Day of 2nd Quarter A.P. Practice Test #3 March 14th Last Day of 3rd Quarter A.P. Practice Test #4 May 2nd Study Group Sesssions: A.P. Cram Packet (Review Packet) Distribution- Friday, January 4th A.P. Group Study Sessions- Jan., 19th, Feb., 16th, March, 15th, April 19th & 26th, May 3rd & 10th DBQ Essays: DBQ Essays: Due at the end of each of the Seventeen Units A.P. American History Unit Outlines (First Semester) Unit One: Discovery and Exploration (33,000 B.C.-1769) Chapter One (Kennedy) Unit Two: Colonization (1500-1775) Chapters Two, Three, Four and five Unit Three: From Empire to Independence (1608-1783) Chapters Six, Seven, Eight Unit Four: The Formation of the United States Government Chapters Nine and Ten Unit Five: Jeffersonian Republic & War of 1812 (1800-1824) Chapters Eleven and Twelve Unit Six: Mass Democracy, National Economic, and Reform (1824-1860) Chapters Thirteen, Fourteen and Fifteen Unit Seven: Manifest Destiny, Sectionalism and Disunion (1841-1861) Chapters Sixteen, Seventeen, Eighteen and Nineteen Unit Eight: Division, Civil War and Reconstruction (1861-1877) Chapters Twenty, Twenty-One, and Twenty-Two Unit Nine: The Gilded Age (1869-1900) Chapters Twenty-Three, Twenty-Four, Twenty-Five and Twenty-Six Unit Ten: Imperialism and Progressivism (1890-1912) Chapters Twenty-Seven and Twenty-Eight Unit Eleven: Progressivism and World War I Chapters Twenty-Eight, Twenty-Nine and Thirty (Second Semester) Unit Twelve: Politics and Economics of the “Roaring Twenties” (1920-1932) Chapters Thirty-One and Thirty-Two Unit Thirteen: The Great Depression and the New Deal (1928-1940) Chapters Thirty-Four and Thirty-Five Unit Fourteen: The Cold War and Eisenhower Era (1945-1960) Chapters Thirty-Six and Thirty-Seven Unit Fifteen: The 1960’s (1960-1968) Chapter Thirty-Eight Unit Sixteen: The 1970’s & 80’s (1968-1992) Chapters Thirty-Nine and Forty Unit Seventeen: The 1990’s –21st Century (1968-1992) Chapters Forty-One and Forty-Two A.P. United States History Unit One Outline Course Outline Semester One (Unit One) Unit One: Discovery and Exploration (33,000 B.C.-1769) Textbook Readings: Textbook, Bailey & Kennedy, The American Pageant (A.P. Edition) Chapter One: Textbook, John J. Newman and John M. Schmalbach: United States History Chapter One: Textbook, Faragher, Buhle, Czitrom and Armitage: Out of Many (A.P. Edition) Chapter One: Project Assignment / Assessments: Develop a Country of Exploration Chart explaining each of the following concepts: motive for exploration, primary geographical location of exploration, political, social, and economic organization for each of the following countries: England, Spain, France, The Dutch, Italy, and Portuguese. Create a chart of the primary Cultural Exchanges between Europe, Africa Asia and the Americas. DBQ / Essay Writings: Guide to Writing an Essay: Stating Your Thesis Textbook: United States History: Preparing for the A.P. Exam Pages: 16-22 DBQ- Assemble and present proofs that the Native Americas of North America possessed a varied and diverse collection of cultures. Make certain that you present evidence in your essay regarding religious beliefs, social structure, and economic organizations of each. Global Themes & Objectives - Summarize the conditions of the Americas prior to European Discovery. - Outline the reasons for European exploration (including conditions in Europe that influenced exploration) and subsequent discovery of the Americas. - Identify the major Native American tribes (and their important characteristics) that inhabited North and Central America at the time of European discovery. - Explain the role that the European Renaissance played in the exploration of the Americas. - Summarize West African culture(s) and the influence that they played in this period of Exploration. - Describe the role that early slave trade played in the development of European, West African and American cultures and societies. - Provide an overview of the early life of Christopher Columbus and summarize the important events surrounding his voyages to the Americas. - Identify both positive and negative impacts of Columbus’s voyages to the Americas. Important Vocabulary: Nomad, kinship, clan, oral history, barter, feudalism, crusades, middle class, (New) Technologies, Magna Carta, Renaissance, Reformation, Lineage, Scarce, Columbian Exchange, Treaty of Tordesillas, Cash Crop, Moors, Technology, Prince Henry, Amerigo Vespucci, Conquistadores, Asiento System, Joint-Stock Company, Royal Colony, Puritans, Separatists, Pilgrims, Mayflower Compact, Virginia House of Burgesses, Ferdinand & Isabella, Cabral, Balboa, Ponce de Leon, Cortes, Pizarro, Coronado, de Soto, Cabot, Verrazano, Cartier, Champlain, Marquette, de le Salle, Hudson, Serra, John Smith, Rolfe, Winthrop and Great Migration. Readings List Packet: (Primary Sources) Christopher Columbus, Letter to Luis de Sant’Angel (1493) Alvar Nunez Cabeza de Vaca, “Indians of the Rio Grande” (1528-1536) Bartolome de Las Casas, “Of the Island of Hispaniola” (1542) Jacques Marquette, from The Mississippi Voyage of Jolliet and Marquette (1673) Readings List: (Articles) Malcolm Jones, Jr., When The Horse Came (Newsweek) Sharon Begley, The First Americans (Newsweek) U.S. News and World Report: (July 1991) American Before Columbus John Schwartz, The Great Food Migration (Newsweek) David Gates, Who was Columbus? (Newsweek) A.P. United States History Unit Two Outline Course Outline Semester One (Unit Two) Unit Two: Colonization (1500-1775) Textbook Readings
Recommended publications
  • Thesis-1972D-C289o.Pdf (5.212Mb)

    Thesis-1972D-C289o.Pdf (5.212Mb)

    OKLAHOMA'S UNITED STATES HOUSE DELEGATION AND PROGRESSIVISM, 1901-1917 By GEORGE O. CARNE~ // . Bachelor of Arts Central Missouri State College Warrensburg, Missouri 1964 Master of Arts Central Missouri State College Warrensburg, Missouri 1965 Submitted to the Faculty of the Graduate College of the Oklahoma State University in partial fulfillment of the requirements for the Degree of DOCTOR OF PHILOSOPHY May, 1972 OKLAHOMA STATE UNiVERSITY LIBRARY MAY 30 1973 ::.a-:r...... ... ~·· .. , .• ··~.• .. ,..,,.·· ,,.,., OKLAHOMA'S UNITED STATES HOUSE DELEGATION AND PROGRESSIVIS~, 1901-1917 Thesis Approved: Oean of the Graduate College PREFACE This dissertation is a study for a single state, Oklahoma, and is designed to test the prevailing Mowry-Chandler-Hofstadter thesis concerning progressivism. The "progressive profile" as developed in the Mowry-Chandler-Hofstadter thesis characterizes the progressive as one who possessed distinctive social, economic, and political qualities that distinguished him from the non-progressive. In 1965 in a political history seminar at Central Missouri State College, Warrensburg, Missouri, I tested the above model by using a single United States House representative from the state of Missouri. When I came to the Oklahoma State University in 1967, I decided to expand my test of this model by examining the thirteen representatives from Oklahoma during the years 1901 through 1917. In testing the thesis for Oklahoma, I investigated the social, economic, and political characteristics of the members whom Oklahoma sent to the United States House of Representatives during those years, and scrutinized the role they played in the formulation of domestic policy. In addition, a geographical analysis of the various Congressional districts suggested the effects the characteristics of the constituents might have on the representatives.
  • Resolving Native American Land Claims and the Eleventh Amendment: Changing the Balance of Power

    Resolving Native American Land Claims and the Eleventh Amendment: Changing the Balance of Power

    Volume 39 Issue 3 Article 1 1994 Resolving Native American Land Claims and the Eleventh Amendment: Changing the Balance of Power Katharine F. Nelson Follow this and additional works at: https://digitalcommons.law.villanova.edu/vlr Part of the Constitutional Law Commons Recommended Citation Katharine F. Nelson, Resolving Native American Land Claims and the Eleventh Amendment: Changing the Balance of Power, 39 Vill. L. Rev. 525 (1994). Available at: https://digitalcommons.law.villanova.edu/vlr/vol39/iss3/1 This Article is brought to you for free and open access by Villanova University Charles Widger School of Law Digital Repository. It has been accepted for inclusion in Villanova Law Review by an authorized editor of Villanova University Charles Widger School of Law Digital Repository. Nelson: Resolving Native American Land Claims and the Eleventh Amendment: VILLANOVA LAW REVIEW VOLUME 39 1994 NUMBER 3 RESOLVING NATIVE AMERICAN LAND CLAIMS AND THE ELEVENTH AMENDMENT: CHANGING THE BALANCE OF POWER KATHARINE F. NELSON* TABLE OF CONTENTS I. INTRODUCTION ........................................... 526 II. INDIAN TITLE AND THE NONINTERCOURSE ACT ........... 530 III. THE HISTORY OF TRIBAL ACCESS TO THE FEDERAL COURTS ................................................... 533 A. Before Oneida I and II. ....................... 533 B. O neida I .......................................... 542 C. O neida II ......................................... 543 IV. NEGOTIATED SETTLEMENTS ............................... 546 A. Land Claims ......................................
  • The Systematic Identification and Articulation of Content Standards and Benchmarks. Update. INSTITUTION Mid-Continent Regional Educational Lab., Aurora, CO

    The Systematic Identification and Articulation of Content Standards and Benchmarks. Update. INSTITUTION Mid-Continent Regional Educational Lab., Aurora, CO

    DOCUMENT RESUME ED 403 308 TM 026 040 AUTHOR Kendall, John S.; Marzano, Robert J. TITLE The Systematic Identification and Articulation of Content Standards and Benchmarks. Update. INSTITUTION Mid-Continent Regional Educational Lab., Aurora, CO. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. PUB DATE Mar 95 CONTRACT RP91002005 NOTE 598p. AVAILABLE FROM Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402. PUB TYPE Legal/Legislative/Regulatory Materials (090) Reports Descriptive (141) EDRS PRICE MF03/PC24 Plus Postage. DESCRIPTORS Art; *Course Content; *Educational Improvement; Elementary Secondary Education; Geography Instruction; Health Education; History Instruction; *Identification; Language Arts; Mathematics Education; Science Education; *Standards; Thinking Skills IDENTIFIERS *Benchmarking; *Subject Content Knowledge ABSTRACT The project described in this paper addresses the major issues surrounding content standards, provides a model for their identification, and applies this model to identify standards and benchmarks in subject areas. This update includes a revision of content standards and benchmarks published in, earlier updates and the synthesis and identification of standards in new areas. Standards and benchmarks are provided for science, mathematics, history, geography, the arts, the language arts, and health. Also included are standards in thinking and reasoning and an analysis and description of knowledge and skills considered important for the workplace. Following an introduction, the second section presents an overview of the current efforts towards standards in each of these subject areas. Section 3 describes the technical and conceptual differences that have been apparent in the standards movement and the model adopted for this study. Section 4 presents key questions that should be addressed by schools and districts interested in a standards-based strategy.
  • The Maine Indian Land Claim Settlement: a Personal Recollection

    The Maine Indian Land Claim Settlement: a Personal Recollection

    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by University of Maine Maine History Volume 46 Number 2 Land and Labor Article 5 6-1-2012 The Maine Indian Land Claim Settlement: A Personal Recollection John M.R. Paterson Bernstein, Shur Follow this and additional works at: https://digitalcommons.library.umaine.edu/mainehistoryjournal Part of the Cultural Heritage Law Commons, Cultural History Commons, Indian and Aboriginal Law Commons, Indigenous Studies Commons, Legal Commons, Natural Resources Law Commons, Social History Commons, and the United States History Commons Recommended Citation Paterson, John M.. "The Maine Indian Land Claim Settlement: A Personal Recollection." Maine History 46, 2 (2012): 195-225. https://digitalcommons.library.umaine.edu/mainehistoryjournal/vol46/iss2/5 This Article is brought to you for free and open access by DigitalCommons@UMaine. It has been accepted for inclusion in Maine History by an authorized administrator of DigitalCommons@UMaine. For more information, please contact [email protected]. THE MAINE INDIAN LAND CLAIM SETTLEMENT: A PERSONAL RECOLLECTION BY JOHN M.R. PATERSON From 1971 to 1980, the state of Maine grappled with one of the greatest legal challenges ever before it. That challenge had its origin in a suit brought by the Penobscot and Passamaquoddy tribes against the U.S. Department of the Interior seeking the seemingly simple declaration that the department owed a fiduciary duty to the tribes based on a federal law adopted in 1790. That suit was eventually to lead to a suit by the U.S. Department of Justice against the state of Maine, and potentially 350,000 residents in the eastern two-thirds of the state, seeking return of land taken from the tribes in the latter part of the eighteenth century and first part of the nineteenth century.
  • French and Indian War Causes Territorial Disputes European

    French and Indian War Causes Territorial Disputes European

    French and Indian War Causes Territorial Disputes European Conflicts Access to North American Resources Mercantilist Trade Native American Conflicts Strategies Control of Great Lakes Indian Alliances Naval Warfare Frontier Raids and Warfare Creation and Defense of Forts Albany Plan of Union – Failed British / Colonial Advantages Control of Eastern Seaboard Larger Population and Military Force Stronger Navy Disadvantages French Indian Alliance Conflicts Between Colonial and British Troops Outcomes Boost to Colonial Confidence Wrong Idea of Colonists by British Treaty of Paris 1763 End of Salutary Neglect End of French Menace on the Continent Proclamation Act of 1763 British Need for Revenue Pontiac’s Rebellion Expansion of British Territory Training of Colonial Leaders Revolutionary War Causes Taxation Representation Enlightenment Thinking Boston Massacre Intolerable Acts Trade Restrictions Strategies Defensive War Guerrilla Warfare Gain Alliances Colonial / United States Advantages Home Turf Time French Alliance “Cause” with Declaration of Independence Leadership of George Washington Disadvantages Weakness of Continental Army Lack of Money Inflation of Continental Script No Formal Military Training Outcomes Treaty of Paris 1783 Independence Land East of Mississippi, North of Florida, South of Great Lakes Fishing Rights British Military Out of United States Territory US Payment of Debts to British Merchants Ratification of Articles of Confederation 1781 Debt and Inflation Lack of Resolution British Forts Along Canadian Border Return of
  • United States Department of the Interior OFFICE of the SOLICITOR Washington, D.C

    United States Department of the Interior OFFICE of the SOLICITOR Washington, D.C

    United States Department of the Interior OFFICE OF THE SOLICITOR washington, D.C. 20240 I'IAY 0 1 2020 Memorandum To: Tara Sweeney, Assistant Secretary Indian Alfairs From: Kyle Scherer, Deputy Solicitor for lndian Xtats ,7 9,-Z-."-- Eric Shepard, Associate Solicitor, Division of Indian Affairs Arr> //. Shfa"/ Subj ect: Federal Jurisdiction Status ofSan Pasqual Band ofDiegueno Mission Indians of Califomia in 1934 This Opinion addresses the statutory authority ofthe Secretary ofthe Interior ("Secretary") to acquire land in trust for the San Pasqual Band of Diegueno Mission lndians of Califomia ("San Pasqual" or "Tribe") pursuant to Section 5 ofthe Iadian Reorganization Act of 1934 ("In 4'1.t Section 5 ofthe IRA ("Section 5") authorizes the Secretary to acquire land in trust for "Indians." Section 19 of the Act ("Section 19") defines "Indian" to include several categories ofpersons.2 As relevant here, the first definition inchrdes all persons of Indian descent who are members of "any recognized Indian tribe now under federal jurisdiction" ("Category 1").3 In 2009, the United States Supreme Court ("Supreme Court") in Carcieri v. Salazar constnted the term 1 "now" in Category 1 to refer to 1934, the year of the IRA's enactment. The Supreme Court did not consider the meaning ofthe phrases "under federal junsdiction" or "recognized Indian tribe." ln connection with the Tribe's pending fee-to-trust application.5 you have asked whether the Tribe is eligible for trust land acquisitions under Category 1.6 For the reasons explained below, we conclude that there is evidence presumptively demonstrating that the Tribe was "under '1934.
  • Historic Resource Study

    Historic Resource Study

    Historic Resource Study Minidoka Internment National Monument _____________________________________________________ Prepared for the National Park Service U.S. Department of the Interior Seattle, Washington Minidoka Internment National Monument Historic Resource Study Amy Lowe Meger History Department Colorado State University National Park Service U.S. Department of the Interior Seattle, Washington 2005 Table of Contents Acknowledgements…………………………………………………………………… i Note on Terminology………………………………………….…………………..…. ii List of Figures ………………………………………………………………………. iii Part One - Before World War II Chapter One - Introduction - Minidoka Internment National Monument …………... 1 Chapter Two - Life on the Margins - History of Early Idaho………………………… 5 Chapter Three - Gardening in a Desert - Settlement and Development……………… 21 Chapter Four - Legalized Discrimination - Nikkei Before World War II……………. 37 Part Two - World War II Chapter Five- Outcry for Relocation - World War II in America ………….…..…… 65 Chapter Six - A Dust Covered Pseudo City - Camp Construction……………………. 87 Chapter Seven - Camp Minidoka - Evacuation, Relocation, and Incarceration ………105 Part Three - After World War II Chapter Eight - Farm in a Day- Settlement and Development Resume……………… 153 Chapter Nine - Conclusion- Commemoration and Memory………………………….. 163 Appendixes ………………………………………………………………………… 173 Bibliography…………………………………………………………………………. 181 Cover: Nikkei working on canal drop at Minidoka, date and photographer unknown, circa 1943. (Minidoka Manuscript Collection, Hagerman Fossil
  • The Progressive Era, 1900-1920

    The Progressive Era, 1900-1920

    AP U.S. History: Unit 7.2 Student Edition The Progressive Era, 1900-1920 I. Road to Progressivism Use space below for notes A. The Greenback Labor Party of the 1870s sought to thwart the power of the "robber barons," support organized labor, and institute inflationary monetary measures. Supported primarily by farmers B. Legacy of Populism 1. Populism failed as a third-party cause but it had political influence for 25 years after its failure in the 1896 election. 2. Populist ideas that carried forward: a. railroad legislation (1903 & 1906) b. income tax (16th Amendment, 1912) c. expanded currency and credit structure (1913, 1916) d. direct election of senators (17th Amendment, 1913) e. initiative, referendum and recall (early 1900s in certain states) f. postal savings banks (1910) g. subtreasury plan (1916) 3. Though Populism was geared to rural life, many of its ideas appealed to urban progressives who sought to regulate trusts, reduce political machine influence, and remedy social injustice. POPULISM PROGRESSIVISM NEW DEAL (1890-1896) (1900-1920) (1933-1938) II. Rise of Progressivism th A. Former Mugwumps (reform-minded Republicans of the late-19 century) desired a return to pre-monopoly America. 1. Men of wealth and social standing lamented the changes in America’s political and social climate due to the rise of industrialists: monopoly, plutocracy and oligarchy. a. Protestant/Victorian ideals of hard work and morality leading to success were now threatened by the “nouveau riche,” the super wealthy, who seemed to thrive on conspicuous consumption. b. Earlier Mugwump leaders of local communities were now eclipsed by political machines catering to big business and immigrants.
  • Jewel Cave National Monument Historic Resource Study

    Jewel Cave National Monument Historic Resource Study

    PLACE OF PASSAGES: JEWEL CAVE NATIONAL MONUMENT HISTORIC RESOURCE STUDY 2006 by Gail Evans-Hatch and Michael Evans-Hatch Evans-Hatch & Associates Published by Midwestern Region National Park Service Omaha, Nebraska _________________________________ i _________________________________ ii _________________________________ iii _________________________________ iv Table of Contents Introduction 1 Chapter 1: First Residents 7 Introduction Paleo-Indian Archaic Protohistoric Europeans Rock Art Lakota Lakota Spiritual Connection to the Black Hills Chapter 2: Exploration and Gold Discovery 33 Introduction The First Europeans United States Exploration The Lure of Gold Gold Attracts Euro-Americans to Sioux Land Creation of the Great Sioux Reservation Pressure Mounts for Euro-American Entry Economic Depression Heightens Clamor for Gold Custer’s 1874 Expedition Gordon Party & Gold-Seekers Arrive in Black Hills Chapter 3: Euro-Americans Come To Stay: Indians Dispossessed 59 Introduction Prospector Felix Michaud Arrives in the Black Hills Birth of Custer and Other Mining Camps Negotiating a New Treaty with the Sioux Gold Rush Bust Social and Cultural Landscape of Custer City and County Geographic Patterns of Early Mining Settlements Roads into the Black Hills Chapter 4: Establishing Roots: Harvesting Resources 93 Introduction Milling Lumber for Homes, Mines, and Farms Farming Railroads Arrive in the Black Hills Fluctuating Cycles in Agriculture Ranching Rancher Felix Michaud Harvesting Timber Fires in the Forest Landscapes of Diversifying Uses _________________________________ v Chapter 5: Jewel Cave: Discovery and Development 117 Introduction Conservation Policies Reach the Black Hills Jewel Cave Discovered Jewel Cave Development The Legal Environment Developing Jewel Cave to Attract Visitors The Wind Cave Example Michauds’ Continued Struggle Chapter 6: Jewel Cave Under the U.S.
  • The Economic and Political Effects of the 1807-1809 Embargo on Virginia

    The Economic and Political Effects of the 1807-1809 Embargo on Virginia

    W&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects 1995 Virginia Embargoed: The Economic and Political Effects of the 1807-1809 Embargo on Virginia John George Kinzie College of William & Mary - Arts & Sciences Follow this and additional works at: https://scholarworks.wm.edu/etd Part of the Economic History Commons, and the United States History Commons Recommended Citation Kinzie, John George, "Virginia Embargoed: The Economic and Political Effects of the 1807-1809 Embargo on Virginia" (1995). Dissertations, Theses, and Masters Projects. Paper 1539626002. https://dx.doi.org/doi:10.21220/s2-e608-9b15 This Thesis is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Dissertations, Theses, and Masters Projects by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. VIRGINIA EMBARGOED: THE ECONOMIC AND POLITICAL EFFECTS OF THE 1807-1809 EMBARGO ON VIRGINIA A Thesis Presented to The Faculty of the Department of History The College of William and Mary in Virginia In Partial Fulfillment Of the Requirements for the Degree of Master of Arts by John Kinzie 1995 APPROVAL SHEET This thesis is submitted in partial fulfillment of the requirement for the degree of Master of Arts in Kinzie Approved, May 1995 CMndos Brown John Selbj L a j ^ L Aa a ± x LA/\ Carol Sheriff “ J TABLE OF CONTENTS Page ACKNOWLEDGEMENTS iv ABSTRACT v CHAPTER I. PRELUDE TO THE EMBARGO 2 CHAPTER II. THE EMBARGO BEGINS 20 CHAPTER HI. THE MANUFACTURING SPIRIT 37 CHAPTER IV.
  • The Reports of Our Death Are Greatly Exaggerated - Reflections on the Resilience of the Oneida Indian Nation of New York

    The Reports of Our Death Are Greatly Exaggerated - Reflections on the Resilience of the Oneida Indian Nation of New York

    BYU Law Review Volume 2018 Issue 6 Article 5 Spring 5-1-2019 The Reports of Our Death Are Greatly Exaggerated - Reflections on the Resilience of the Oneida Indian Nation of New York Allison M. Dussias Follow this and additional works at: https://digitalcommons.law.byu.edu/lawreview Part of the Law Commons Recommended Citation Allison M. Dussias, The Reports of Our Death Are Greatly Exaggerated - Reflections on the Resilience of the Oneida Indian Nation of New York, 2018 BYU L. Rev. 1231 (2019). Available at: https://digitalcommons.law.byu.edu/lawreview/vol2018/iss6/5 This Article is brought to you for free and open access by the Brigham Young University Law Review at BYU Law Digital Commons. It has been accepted for inclusion in BYU Law Review by an authorized editor of BYU Law Digital Commons. For more information, please contact [email protected]. 002.DUSSIAS_FIN2_NOHEADERS.DOCX (DO NOT DELETE) 5/6/19 2:18 PM The Reports of Our Death Are Greatly Exaggerated— Reflections on the Resilience of the Oneida Indian Nation of New York Allison M. Dussias* CONTENTS I. INTRODUCTION ........................................................................................ 1232 II. PRELIMINARY MATTERS: DEFINING RESILIENCE, FOCUSING ON THE NATION .................................................................................... 1235 A. Defining Resilience ............................................................................. 1235 B. Focusing on the Oneida Indian Nation of New York........................ 1236 III. ONEIDA RESILIENCE IN THE FACE OF DISPOSSESSION OF LAND, DENIAL OF EXISTENCE, AND DENIGRATION OF SOVEREIGNTY .......................... 1238 A. “We Want Your Land—and We Are Willing to Break the Law to Get It. What’s Yours Is Ours.” ........................................................ 1239 1. The Oneida Nation: America’s “first ally” ................................. 1239 2. After the war was over: National treaty guarantees, state expropriation ..................................................................
  • 1977 Native American Rights Fund '

    1977 Native American Rights Fund '

    Nationai India 1522 Broad~ nlaw Library Boufrfer ay ,0 ' co 803()2 Native American Rights Fund ' Annual Report • 1977 NATIVE AMERICAN RIGHTS FUND ' STEERING COMMITTEE Executive Committee David Aisling, Jr. (Hoopa), Chairman Coordinator, Native American Studies, University of California-Davis California • Val Cordova (Taos Pueblo)* Educator, San Felipe Day School New Mexico Leo Laclair (Muckleshoot) Attorney, Commercial Fisherman Washington LaNada Boyer (Shoshone-Bannock) • Tribal Council Member Idaho Committee Members Robert Bojorcas (Klamath) Director of CETA Manpower Program Oregon Chief Curtis L. Custalow, Sr. (Mattaponi) Mattaponi Chief Virginia Lucille Dawson (Narragansett) Program Specialist, Administration for Native Americans Washington D.C. Renee Howell (Oglala Sioux) • Paralegal South Dakota Louis LaRose (Winnebago) Chairman, Winnebago Tribe of Nebraska Nebraska Leroy Logan (Osage) Rancher Oklahoma Janet McCloud (Tulalip) Washington Jerry Running Foxe (Coquille) Chairman of Coquille Tribe Oregon • John Stevens (Passamaquoddy) Governor of the Passamaquoddy Tribe Maine · *Until October, 1977 CORPORATE OFFICERS Executive Director John E. Echohawk (Pawnee) Secretary Lorraine P. Edmo (Shoshone-Bannock) Treasurer James A. Laurie STAFF ATTORNEYS* Lawrence A. Aschenbrenner Kurt V. Blue Dog (Sisseton-Wahpeton Sioux) Richard B. Collins Raymond Cross (Mandan-Gros Ventre) Sharon K. Eads (Cherokee) Walter R. Echo-Hawk (Pawnee) Daniel H. Israel Yvonne T. Knight (Ponca-Creek) Timothy A. LaFrance (Turtle Mountain Chippewa) Arlinda F. Locklear (Lumbee) Don B. Miller Dennis M. Montgomery Robert S. Pelcyger Thomas N. Tureen A. John Wabaunsee (Prairie Band Potawatomi) Jeanne S. Whiteing (Blackf~et-Cahuilla) *as of December 31, 1977 Main Office: 1506 Broadway, Boulder, Colorado 80302 Branch Offices: Washington, p.C. and Calais, Maine DIRECTOR'S REPORT 1 THE PROGRAM 3 Purpose and Development .