The Corps 33 January 2005
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
By: Jim Rosenberger
April 2016 Wisconsin’s Chapter ~ Interested & Involved Number 58 During this time in history: (August 1804 - January 1807) (The source for all entries is, "The Journals of the Lewis & Clark Expedition edited by Gary E. Moulton, U. of Nebraska Press, 1983- 2001.) Our journal entries deal with the activities of Expedition member Sgt. Patrick Gass. August 26, 1804, in today’s Clay County, 1804- - - - - - By: Jim Rosenberger- - - - - -1806 South Dakota, by order of Captains Lewis & Clark: “The commanding officers have In the almost three years that Lewis and Clark lead the Corps of Discovery other thought it proper to appoint Patrick Gass, a events were taking place in the United States and in the world; events they did Sergeant in the Corps of Volunteers for the not know about until their return trip to St. Louis; events that would affect the North Western Discovery, he is therefore to world and our newly formed nation. The Corps had essentially had no news be obeyed and respected accordingly. Sgt. Gass is directed to take charge of the late since leaving St. Louis in May of 1804 but on September 3, 1806 that changed. Sgt. Floyd’s mess and immediately to enter At a location described by Gary Moulton as “…particularly vague…it would on the discharge of such other duties as, by seem to have been in Union County, South Dakota or Dakota County, Nebraska, their previous orders been prescribed for the some miles up the Missouri (River) from present Sioux City…” the men met government of the sergeants of this corps…” two boats coming up the Missouri River. -
Catawba's Music Department Presents Annual Service of Lessons And
Highlights: December 2004 / Volume 26, Number 4 Homecoming 2004 — pages 10 & 11 Catawba’s Music Department presents Al’s Night Hawk remembered — page 17 annual Service of Lessons and Carols he Catawba College Department of Music presented its seventeenth annual Christmas Choral Concert, A Service of Lessons and Carols, Tuesday and Thursday, November 30 and December 2, in the Omwake-Dearborn Chapel on campus.T Again this year, both performances played to full houses due to the high level of community interest. Prelude music began each night at 6:30 p.m., with the Choral Procession starting at 7:00 p.m. Participants included the Catawba Chorale, Madrigals, and Singers, as well as the Catawba Brass, Sinnotts follow trail of Handbells, the Catawba Flute Choir; percussionists Jennie Brooks Lewis and Clark and Cara Shaffner; and flautist Jack Murray. Special guests once — page 20 again were members of the St. John's Men's Chorus. The program was be directed by Rosemary C. Kinard, Director of Choral Ensembles at Catawba. See LESSONS AND CAROLS, page 7 Karl Kinard directs Catawba Handbells Catawba mourns the passing of Marion M. “Chub” Richards Compiled by Richards' friend and colleague David Setzer stripes in the football trenches as a lineman, prompting some rival An icon in the history of Catawba College has passed from the scene. coaches to say that he and late team-mate Jake Briggs of Marion M. "Chub" Richards '41, who ably served his alma mater in a Lexington formed "the best guard tandem in small college foot- variety of staff and faculty positions over 38 years, died Tuesday, ball." December 7, at his home in Salisbury. -
PRESERVING FOOD on the TRAIL What Did the Corps of Discovery Do with Its Leftovers?
Lewis in Georgia Company Records Patrick Gass Ludwig and Lewis The Official Publication of the Lewis and Clark Trail Heritage Foundation, Inc. August 2001 Volume 27, No. 3 PRESERVING FOOD ON THE TRAIL What did the Corps of Discovery do with its leftovers? THE SALT MAKERS, BY JOHN CLYMER Boiling seawater for salt on the shores of the Pacific, winter 1806. PLUS: JEFFERSON’S WEST, KAREEM HONORS YORK, AND MORE Contents Letters: Chinook Point; John Ordway; iron boat 2 From the Directors: A special thanks to all 4 Bicentennial Report: Ambrose pledges $1 million 5 Preserving Food on the L&C Expedition 6 What the Corps of Discovery did with its leftovers By Leandra Holland Getting Out the Word 12 Preserving food, p. 6 Patrick Gass’s role in publicizing the expedtion’s return By James J. Holmberg Company Books 18 What they tell us about the Corps of Discovery By Bob Moore Lewis’s Georgia Boyhood 25 His brief but formative sojourn in the Deep South By James P. Hendrix, Jr. Trail Notes: Minimizing impact on Lemhi Pass 29 Reviews: Ronda on Jefferson; the Trail by kayak and mule 30 Jefferson, p. 30 L&C Roundup: Kareem honors York; Chapter News 33 From the Library: New librarian sought 34 Soundings 36 A Lewis & Clark Symphony? By Skip Jackson On the cover We chose The Salt Makers, John Clymer’s dramatic painting of Lewis and Clark’s men making salt under the curious gaze of Pacific Coast Indians, to illustrate Leandra Holland’s story on food preservation (pages 6-11). -
Route of Meriwether Lewis from Harpers Ferry, Va. to Pittsburgh, Pa
Route of Meriwether Lewis from Harpers Ferry, Va. to Pittsburgh, Pa. July 8 – July 15, 1803 by David T. Gilbert National Park Service Harpers Ferry, West Virginia May 5, 2003 (Revised September 28, 2015) Introduction The route which Meriwether Lewis traveled from Harpers Ferry, Virginia to Pittsburgh, Pennsylvania, between July 8 and July 15, 1803, has not been well documented 1. The only primary source we have is a letter Lewis penned to President Jefferson from Harpers Ferry on July 8, 1803: I shall set out myself in the course of an hour, taking the route of Charlestown, Frankfort, Uniontown and Redstone old fort to Pittsburgh, at which place I shall most probably arrive on the 15th.2 Route of Meriwether Lewis July 8-July 15, 1803 Pittsburgh R Elizabeth E V I Petersons R Brownsville Pennsylvania O I H (Redstone old fort) O Uniontown Farmington POT OMA Cumberland C R IV Grantsville E M R O Maryland Forks of N Cacapon Harpers O N Fort Ashby Ferry G Brucetown A (Frankfort) H E Gainesboro L A Winchester R I West Virginia V Charles Town E R Virginia 1. With the exception of quoted primary sources, this document uses the contemporary spelling, Harpers Ferry, and not the 19th century spelling, Harper’s Ferry. Harpers Ferry was part of Virginia until June 20, 1863, when the state of West Virginia was created by Presidential Proclamation. 2. Meriwether Lewis to Thomas Jefferson, July 8, 1803, quoted in Donald Jackson,Letters of the Lewis and Clark Expedition, With Related Documents, 1783-1854 (Champaign, Illinois: University of Illinois Press, 1979), 106-107. -
Race and Civility Conversations in South Dakota
Race and Civility Conversations in South Dakota ‘In Black Elk’s words, before the hoop of the Sioux Nation was broken by those who destroyed the old ways of life, the Indian honored the family; and the extended family...was one closely knit whole.’ - From SDHC Founder Jack Marken’s note in the 1972 proposal to NEH to establish the statewide humanities organization. 2017 PROGRAM CATALOG About the SDHC Help Us Build Cultural Capital The South Dakota Humanities The future of our youth and a vibrant culture Council (SDHC), founded in 1972 is in your hands. in response to an act of Congress, is a 501(c)3 non-profit and the 1. SD Festival of Books & Young Readers Festival only cultural organization in the (Annual Fund) state whose sole mission is to deliver humanities programming Your gift supports South Dakota’s premiere literary event reaching to the people of South Dakota. readers of all ages. As a statewide advocate for the 2. NEH Young Readers Challenge Grant (Funding for humanities, our mission is to Three Years) celebrate literature, promote civil conversation, and tell the stories We earned an NEH grant which will match, 1-to-1, funds received up to that define our state. $100,000. We are actively seeking donations for the first phase of securing $50,000 by a May 1, 2017, deadline. We will use the $200,000 to fund our We fulfill our mission by supporting Young Readers Initiative for three years. and promoting public programming 3. Unrestricted Gift (Annual Fund) in the humanities like the Speakers Bureau; providing grant funding You can help where we need it most. -
Corps of Discovery-Lewis and Clark
Corps of Discovery-Lewis and Clark General Grade Level Middle School Author Info Marsha Klosterman Siuslaw Middle School Florence, OR Type of Lesson Document Analysis Duration 2 class periods Interdisciplinary Connections Reading content for information Writing Objectives Overview Students will read Jefferson’s letter to Congress and his letter of instructions to Meriwether Lewis. By skimming for information and answering questions about their reading, they will gain an understanding of events surrounding the planning of the expedition. They will better understand Jefferson’s forward thinking. Prior Knowledge Students should understand the historic background of the Louisiana Territory to understand why the United States wanted to control it. State Standards Oregon State Standards: SS.08.06.02 Trace the route and understand the significance of the Lewis and Clark Expedition. SS.08.SA.01 Clarify key aspects of an event, issue, or problem through inquiry and research. Objectives/Learning Outcomes Students will understand Jefferson’s method of funding the Corps of Discovery Students will understand the goals Jefferson had for Lewis and Clark to accomplish. They will also understand how he was looking forward into the future of the U.S. Students will discover what it takes to outfit such an expedition. Technology Connections/outcomes The lesson can connect to geography, native studies, some math, and reading for understanding and writing. Additional Learning Outcomes Students will answer questons about materials. Essential Questions 1. How much did Jefferson request from Congress to fund the expedition? How much did the expedtition end up costing? 2. Name at least 3 goals of the expedition. -
Analyzing Primary Source Documents to Understand U.S. Expansionism and 19Th Century U.S.-Indian Relations
CURRICULUM CONNECTIONS | UPDATED FALL 2019 54 High School Lesson Analyzing Primary Source Documents to Understand U.S. Expansionism and 19th Century U.S.-Indian Relations Rationale The purpose of this unit is to increase awareness among students about the impact of the Lewis and Clark expedition and westward expansion on the lives of Native Americans. During this investigation, students analyze the letters and speeches of Thomas Jefferson in order to gain an understanding of U.S. objectives for the Lewis and Clark expedition, U.S.-Indian relations and plans for U.S. expansion. Readings about the Doctrine of Discovery and Manifest Destiny extend student learning about the religious and political underpinnings of expansionism. Students are presented with the perspectives of contemporary Native Americans through a speech by Principal Chief of the Cherokee Nation and a song by a Cherokee rap artist, and engage in a research project to learn more about contemporary native culture and issues. Objectives Students will increase awareness of the impact of the Lewis and Clark expedition on the lives of Native Americans. Students will analyze primary documents and other texts in order to learn about U.S. expansionism and 19th century U.S.-Indian relations. Students will consider the perspectives of contemporary Native American leaders. Key Words Students will conduct research about contemporary native culture and issues. Bicentennial Commerce Age Range Contemporary Grades 11–12 Doctrine of Discovery Objective Expedition Time Exploitation 1½–2 -
HISTORY COMMENTARY Self-Destruction on the Natchez Trace: Meriwether Lewis's Act of Ultimate Courage by Reimert Thorolf Ravenholt
WashingtonHistory.org HISTORY COMMENTARY Self-Destruction on the Natchez Trace: Meriwether Lewis's Act of Ultimate Courage By Reimert Thorolf Ravenholt COLUMBIA The Magazine of Northwest History, Summer 1999: Vol. 13, No. 2 In his comprehensive biography, Meriwether Lewis, Richard Dillon in 1965 detailed the extraordinary behavior of Lewis during his last days, enabling me to provide a scientific solution (Epidemiology, May 1994) to the 184-year mystery concerning the underlying cause of his untimely death on the Natchez Trace in Tennessee on October 11, 1809. The nature of Lewis's death was so bizarre that Dillon and many others have persistently refused to believe that Lewis committed suicide, despite incontrovertible evidence that he did. According to James Neely and Alexander Wilson, three persons—Mrs. Robert Grinder, keeper of Grinder's Stand; John Pernia, trusted servant of Lewis; and Neely's servant—were eye-witnesses to his death and reported that Lewis spoke to them as he lay dying at dawn. When Pernia came up from the barn, Lewis said, "I have done the business, my good servant. Give me some water." He also begged them to take his rifle and blow out his brains. And his last words, just as the sun tinged the treetops, were, "I am no coward, but I am so strong. It is hard to die." Major James Neely, Lewis's traveling companion, who had remained behind at Dogwood Mudhole the previous morning to find two strayed horses, arrived at Grinder's Stand within hours of Lewis's death and had ample opportunity to question each witness and examine the mortal wounds before burying the body. -
Grade 05 Social Studies Unit 07 Exemplar Lesson 01: Explore to Expand
Grade 5 Social Studies Unit: 07 Lesson: 01 Suggested Duration: 5 days Grade 05 Social Studies Unit 07 Exemplar Lesson 01: Explore to Expand This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Synopsis Students learn about the Louisiana Purchase and the expedition led by Lewis and Clark called the Corps of Discovery. Students learn the importance of decision making and problem solving in leadership, as they learn the valuable contributions made by the Corps of Discovery. TEKS The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148. 5.4 History. The student understands political, economic, and social changes that occurred in the United States during the 19th century. -
116 STAT. 3278 PROCLAMATION 7575-Jljne 28, 2002 Lewis and Clark Bicentennial
116 STAT. 3278 PROCLAMATION 7575-JlJNE 28, 2002 Proclamation 7575 of June 28, 2002 Lewis and Clark Bicentennial By the President of the United States of America A Proclamation Nearly 200 years ago, President Thomas Jefferson sent an expedition westward to find and map a transcontinental water route to the Pacific Ocean. With approval from the Congress, Captains Meriwether Lewis and William Clark embarked on their legendary 3-year journey to ex plore the uncharted West. The expedition included 33 permanent party members, known as the Corps of Discovery. Their effort to chart the area between the Missouri River and the Pa cific Coast set these courageous Americans on a remarkable scientific voyage that changed our Nation. In successfully completing the over land journey between the Missouri and Columbia River systems, they opened the unknown West for future development. During their explo ration, Lewis and Clark collected plant and animal specimens, studied Indian cultures, conducted diplomatic councils, established trading re lationships with tribes, and recorded weather data. To accomplish their goals, the Corps of Discovery relied on the assistance and guidance of Sakajawea, a Shoshone Indian woman. As we approach the 200th aimiversary of Lewis and Clark's expedition, we commend their resourcefulness, determination, and bravery. This Bicentennial should also serve to remind us of our Nation's outstand ing natural resources. Many of these treasures first detailed by Lewis and Clark are available today for people to visit, study, and enjoy. As the commemoration of this journey begins in 2003, I encourage all Americans to celebrate the accomplishments of Lewis and Clark and to recognize their contributions to our history. -
Jeffersonian Racism
MALTE HINRICHSEN JEFFERSONIAN RACISM JEFFERSONIAN RACISM Universität Hamburg Fakultät für Wirtschafts - und Sozialwissenschaften Dissertation Zur Erlangung der Würde eines Doktors der Wirtschafts - und Sozialwissenschaften »Dr. phil.« (gemäß der Promotionsordnung v o m 2 4 . A u g u s t 2 0 1 0 ) vorgelegt von Malte Hinrichsen aus Bremerhaven Hamburg, den 15. August 2016 Erstgutachter: Prof. Dr. Wulf D. Hund Zweitgutachter: Prof. Dr. Olaf Asbach Datum der Disputation: 16. Mai 2017 - CONTENTS - I. Introduction: Studying Jeffersonian Racism 1 II. The History of Jeffersonian Racism 25 1. ›Cushioned by Slavery‹ – Colonial Virginia 30 1.1 Jefferson and his Ancestors 32 1.2 Jefferson and his Early Life 45 2. ›Weaver of the National Tale‹ – Revolutionary America 61 2.1 Jefferson and the American Revolution 62 2.2 Jefferson and the Enlightenment 77 3. ›Rising Tide of Racism‹ – Early Republic 97 3.1 Jefferson and Rebellious Slaves 98 3.2 Jefferson and Westward Expansion 118 III. The Scope of Jeffersonian Racism 139 4. ›Race, Class, and Legal Status‹ – Jefferson and Slavery 149 4.1 Racism and the Slave Plantation 159 4.2 Racism and American Slavery 188 5. ›People plus Land‹ – Jefferson and the United States 211 5.1 Racism and Empire 218 5.2 Racism and National Identity 239 6. ›The Prevailing Perplexity‹ – Jefferson and Science 258 6.1 Racism and Nature 266 6.2 Racism and History 283 IV. Conclusion: Jeffersonian Racism and ›Presentism‹ 303 Acknowledgements 315 Bibliography 317 Appendix 357 I. Introduction: Studying Jeffersonian Racism »Off His Pedestal«, The Atlantic Monthly headlined in October 1996, illustrating the bold claim with a bust of Thomas Jefferson being hammered to the floor. -
Thomas Jefferson, Congress, and the Gunboat Debate, 1802
IN SEARCH OF A MORE REPUBLICAN NAVAL DEFENSE: THOMAS JEFFERSON, CONGRESS, AND THE GUNBOAT DEBATE, 1802-1810 A Thesis Presented to The Faculty and Department of History Liberty University In Partial Fulfillment of the Requirements for the Degree of Master of Arts in History By Ethan Zook December, 2019 1 Acknowledgements I was introduced to Thomas Jefferson in 2003, the two hundredth anniversary of the Lewis and Clark expedition. I was a member of a high school group which traced the route of the Corps of Discovery across the United States; we read Jefferson’s papers and considered themes like empire building and republicanism. That summer was my first encounter with his thought, and I was hooked. I’m grateful to Myron Blosser and Elwood Yoder, my high school teachers from Eastern Mennonite High School, who started my quest to better understand Jefferson. I’m also thankful for the assistance of scholars who graciously provided materials and suggestions. Craig L. Symonds, author of Navalists and Antinavalists, kindly (and completely unexpectedly) responded to my “out of the blue” email with encouragement and suggestions. Gene A. Smith assisted my search for a copy of his book For the Purposes of Defense. Christopher R. Sabick, Archaeological Director at the Lake Champlain Maritime Museum, provided a copy of Eric Emery’s archeological survey of the gunboat USS Allen. I’m especially grateful to my thesis advisors Troy L. Kickler and Carey M. Roberts who guided me through the research and writing process with extraordinary patience, and to David J. White who provided thoughtful suggestions for the later drafts.