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Historic Properties Relating to Harriet Tubman in Auburn, New York
(June 1991) UNITED STATES DEPARTMENT OF THE INTERIOR NATIONAL PARK SERVICE NATIONAL REGISTER OF HISTORIC PLACES MULTIPLE PROPERTY DOCUMENTATION FORM This form is for use in documenting multiple p to one or several historic contexts. See instructions in How to Documentation Form (National Register Bulleti em by entering the requested information. For additional space, (Form 10-900-a). Use a typewriter, word processor, or computer to complete all itemsT [x] New Submission [ ] Amended Submission A. Name of Multiple Property Listing Historic Properties Relating to Harriet Tubman in Auburn, New York B. Associated Historic Contexts___________________________________________ (Name each associated historic context, identifying theme, geographical area, and chronological period of each.) Harriet Tubman's life, activities and commemoration in Auburn, N.Y., 1859-1913. C. Form Prepared by name/title Susanne R. Warren. Architectural Historian/Consultant organization __ date _ October 27. 1998 street & number 101 Monument Avenue telephone 802-447-0973 city or town __ Benninaton state Vermont zip code 05201________ D. Certification As the designated authority under the National Historic Preservation Act of 1966, as amended, I hereby certify that this documentation form meets the National Register documentation standards and sets forth requirements for the listing of related properties consistent with the National Register criteria. This submission meets the procedural and professional requirements set forth in 36 CFR Part 60 and the Secretary of the Interior's Standards and Guidelines for Archeology and Historic Preservation. ([ 3 See continuation sheet for additional comments.) Signature' of certifying official Date State or Federal agency and bureau I, hereby, certify that this multiple property documentation form has been approved by the National Register as a basis for evaluating related properties for listing in the National Registej 4/2/99 Date of Action NPS Form 10-900-a OMB No. -
Btn-Colonel-Robert-Gould-Shaw-Letter
Created by: Carmen Harshaw and Susan Wells, Schaefer Middle School Grade level: 8 Primary Source Citation: Colonel Robert Gould Shaw to his wife Annie, June 9, 1863, St. Simon’s Island, GA, in Russell Duncan, Blue-Eyed Child of Fortune: The Civil War Letters of Colonel Robert Gould Shaw (Civil War Talk web site). https://civilwartalk.com/threads/a- letter-by-colonel-robert-gould-shaw.74819/ Allow students, in groups or individually, to examine the letter at the above link while answering the questions below in order. The questions are designed to guide students into a deeper analysis of the source and sharpen associated cognitive skills. This letter was used as an introduction to the movie Glory. Students will learn about the role African American soldiers played in the Civil War and about the similarities and differences between the U.S. Colored Troops and other U.S. forces. Level I: Description 1. What were the dates of the letter to Annie from Colonel Shaw? 2. Where did the raid described in the letter occur? 3. What war was this raid part of? 4. Which side was Colonel Shaw on? North or South? Union or Confederate? Level II: Interpretation 1. Why did Colonel Shaw talk about the beauty of the south in his letter to his wife? 2. Using context clues, what does the word disemboweled mean? 3. Why did Colonel Shaw tell Annie not to tell anyone about the raid on Darien? Level III: Analysis 1. Colonel Shaw called the raid on Darien a “dirty piece of business.” What evidence does he give to support this claim? 2. -
Donald Heald Rare Books a Selection of Rare Books
Donald Heald Rare Books A Selection of Rare Books Donald Heald Rare Books A Selection of Rare Books Donald Heald Rare Books 124 East 74 Street New York, New York 10021 T: 212 · 744 · 3505 F: 212 · 628 · 7847 [email protected] www.donaldheald.com Fall 2015 Americana: Items 1 - 28 Travel and Cartography: Items 29 - 51 Natural History: Items 52 - 76 Color Plate & Illustrated: Items 77 - 91 Miscellany: Items 92 - 100 All purchases are subject to availability. All items are guaranteed as described. Any purchase may be returned for a full refund within ten working days as long as it is returned in the same condition and is packed and shipped correctly. The appropriate sales tax will be added for New York State residents. Payment via U.S. check drawn on a U.S. bank made payable to Donald A. Heald, wire transfer, bank draft, Paypal or by Visa, Mastercard, American Express or Discover cards. AMERICANA 1 [AFRICAN AMERICANA] - Worthington G. SNETHEN. The Black Code of the District of Columbia in Force September 1st, 1848. New York: The A[merican] and F[oreign] Anti-Slavery Society, 1848. 8vo (8 5/8 x 5 1/4 inches). 61, [1, blank], [1], [1, blank] pp. Ad leaf in rear. Expertly bound to style in half black morocco over period marbled paper covered boards. Rare printing of the antebellum laws relating to African Americans in Washington, D.C. The author, a Washington D.C. attorney and the former solicitor of the General Land Office, notes on an advertisement leaf in the rear that he has “nearly completed the Black Code of each of the States of the Union. -
Glory Movie Worksheet-EDAY2.Pdf
Civil Rights Name _________________________________ Hainline Date _________ Pd ________ “Glory” Learning Target: Students will be able to identify key elements from the film, “Glory” and apply them to the Civil War. Glory is the story of Colonel Robert Gould Shaw and the Massachusetts 54th Volunteer Regiment, the first regular army regiment of African American soldiers commissioned during the Civil War. At the beginning of the war, most people believed that African Americans could not be disciplined to make good soldiers in a modern war and that they would run when fired upon or attacked. Colonel Shaw, a white abolitionist, and hundreds of soldiers in his regiment, all African American volunteers, gave their lives to prove that African American men could fight as well as whites. Known as the “Swamp Angels” because much of the regiment’s duties were in the swamps and the marshes of the South, the 54th fought bravely and with great success. One of the more notable members of the regiment was Lewis Douglass, son of Frederick Douglass. Although the 54th was instrumental in several early battles and is generally responsible for encouraging many other African Americans to enlist in the Union Army, they were never given the respect that white soldiers were. Even though Lincoln credits African American soldiers for turning the tide of the war, not one African American regiment was involved in the Union parade in front of the White House after the war ended. Please answer the following questions while watching the movie or as you reflect after class. 1. Identify the following people: a. -
Glory: History Or Just a Good Story? by Laurence D
Glory: History or Just a Good Story? By Laurence D. Schiller A great deal of what we call ‘history’ is comprised of a variety of narratives. These might be primary sources, such as journals, letters, diaries, collected speeches, oral history, contemporary newspaper stories, etc. or they might be secondary narratives written by historians or others who interpret historical events and narratives to create their own telling of history. In the modern era, we have added electronic narratives to our list, including movies, TV, YouTube, podcasts, and the like. Professional historians rely heavily on such narratives to create their own works, but, as we have learned from the internet, not every narrative that is created is accurate or complete, whether primary or secondary. Amongst other things, we have to look at a narrative’s biases, what audience was it written for, the extent of the narrator’s knowledge of the events being described, and so forth. As a rule, primary narratives are all valid historical sources but must be used carefully with their strengths and weaknesses noted and put into context with other sources and narratives. In 1989 the movie Glory was released to critical acclaim. Its narrative was the story of the 54th Massachusetts, the first African American regiment raised in the northern states. For most Americans, this was the first time they had become aware that there were black soldiers in the Federal army during the Civil War, not just auxiliary forces, but units that fought regular battles. The movie traced the story of this “Brave Black Regiment” from its recruitment and training outside of Boston, its voyage to South Carolina, and eventually its first taste of combat. -
1 Chase, Salmon P. the Salmon P. Chase Papers. Edited by John
Chase, Salmon P. The Salmon P. Chase Papers. Edited by John Niven. 5 vols. Kent, Oh.: Kent State University Press, 1993-1998. Vol. 1 Prisoner exchanges, 313-14 McClellan, 314. Union and secession, 315-16 Andrew Johnson and William T. Sherman, Kentucky, 316 Military commissions, 316-17 Port Royal cotton, 316-17 Emancipation in Washington D.C., 317 Trent affair, Mason and Slidell, 318-20 Dinners with finance committee members of House and Senate, 322-23 Bonds, 323 Trent affair, 323-24 Church service—did not take communion, 324 Seward, Cameron, and Russia, Stanotn, 325-326 Bankers, 326-27 Ohio politics, 328 Recommendation on slavery for Lincoln, 329-31 Port Royal, slaves, 331. Port Royal, slaves, marriages, religion, 331-32 Slavery, emancipation, labor, colonization, Pope, 348-50 McClellan, emancipation and colonization, 350-52 Vicksburg, slavery, 352 Colonization, 355 Halleck and Buell, 355 Cherokee, Indians, treaty, 357 Kentucky, slavery, rebellion, 357-58 Halleck and western theater, 359-60 Lincoln and colonization, 362 Treasury and tax appointments, 363 Lincoln and Pope, 366 Irwin McDowell, 371 Jay Cooke, 373 General Mansfield, Washington defenses, 374 Seward diplomatic correspondence, 377 Lincoln and Seward, 378 Naval affairs, 383-84 Jay Cooke, 384-85 Black citizenship, 387 Cavalry, 388 Weed, Seward, antislavery, 389 General David Hunter and black troops, 391 Emancipation Proclamation, 393-95 Joseph Hooker, 396-97 1 John Ross and Cherokees, 399 James A. Garfield, 400-1 Hooker and McClellan, 400-1 McClernand and Lincon, 403 William "Bull" Nelson death, 406 Texas and slavery, 412 David Hunter and Halleck and Lincoln, Stanton, 421-22 Partisan alignments, 423 James Gordon Bennett and New York Herald, 423 Ambrose Burnside, Cameron, 423 New Years receptions, 424 Cotton confiscation, 425 Gettysburg and Vicksburg, 426-27 Rosecrans, 427 African American troops, Nathaniel P. -
The Civil War
THE CIVIL WAR wounded in the shoulder and lost General George B. McClellan reliev- UNION GENERALS the use of his arm during the de- ing him of command of th Army of fense of Springfield. 3" x 1". Cut sig- the Potomac. 7 1/2" x 4". Signed Note. nature with rank. “E.B. Brown Brig. “Dear Shelton, I send you above, the Gen. Vols.” Fine. $150 - up only record on my books that will throw any light on the subject of your company’s acceptance - I pre- * 126 sume however that is sufficient. Re- HENRY L. ABBOTT (1842 - 1864). cruiting is going on very well and I think Ohio will come up to the mark Union Brevet Brigadier General, for * 131 without fail. Yours truly, C. P. gallant services in the battle of the JUDSON DAVID BINGHAM Buckingham, Adj. Genl. O.” Fine. Wilderness. Killed at Wilderness, Va (1831 - 1909). Union Bvt. Brigadier $200 - up on May 6, 1864. 8" x 2 1/2". Cut signa- General. 7" x 2". Signature cut from a ture with rank. “Very respectfully, larger typed document. “Very Re- Your obdt. Servant Henry L. Abbott spectfully, Your Obedient Servant, Lieut. Colonel of Engineers Com- J.D. Bingham, Deputy Quartermaster manding”. Tape residue at left and * 129 General, Brevet Brigadier General, upper left corner missing. Fine. JAMES A. BEAVER(1837-1914), U.S. Army.” Fine $35 - up $35 - up Union Brevet Brigadier-General dur- ing the Civil War, Governor of Penn- sylvania, Judge. TLS James A. Beaver * 134 1page, 8 ½” x 11”, dated Harrisburg, AMBROSE E. -
Boats Built at Toledo, Ohio Including Monroe, Michigan
Boats Built at Toledo, Ohio Including Monroe, Michigan A Comprehensive Listing of the Vessels Built from Schooners to Steamers from 1810 to the Present Written and Compiled by: Matthew J. Weisman and Paula Shorf National Museum of the Great Lakes 1701 Front Street, Toledo, Ohio 43605 Welcome, The Great Lakes are not only the most important natural resource in the world, they represent thousands of years of history. The lakes have dramatically impacted the social, economic and political history of the North American continent. The National Museum of the Great Lakes tells the incredible story of our Great Lakes through over 300 genuine artifacts, a number of powerful audiovisual displays and 40 hands-on interactive exhibits including the Col. James M. Schoonmaker Museum Ship. The tales told here span hundreds of years, from the fur traders in the 1600s to the Underground Railroad operators in the 1800s, the rum runners in the 1900s, to the sailors on the thousand-footers sailing today. The theme of the Great Lakes as a Powerful Force runs through all of these stories and will create a lifelong interest in all who visit from 5 – 95 years old. Toledo and the surrounding area are full of early American History and great places to visit. The Battle of Fallen Timbers, the War of 1812, Fort Meigs and the early shipbuilding cities of Perrysburg and Maumee promise to please those who have an interest in local history. A visit to the world-class Toledo Art Museum, the fine dining along the river, with brew pubs and the world famous Tony Packo’s restaurant, will make for a great visit. -
U.S. Army Military History Institute Civil War-Battles-Multi-Year by Region 950 Soldiers Drive Carlisle Barracks, PA 17013-5021 9 Mar 2012
U.S. Army Military History Institute Civil War-Battles-Multi-Year by Region 950 Soldiers Drive Carlisle Barracks, PA 17013-5021 9 Mar 2012 CHARLESTON HARBOR, SOUTH CAROLINA, 1862-1865 A Working Bibliography of MHI Sources CONTENTS General Histories…..p.1 Ft. Sumter.....p.3 Secessionville (16 Jun 1862).....p.4 Ft. Wagner/Morris Island (10 Jul-6 Sep '63).....p.5 Ft. Johnson.....p.6 Chapman's Fort.....p.6 GENERAL HISTORIES Adelman, Garry E., Richter, John J., & Zeller, Bob. 99 Historic Images of Civil War Charleston. Oldsmar, FL: Center for Civil War Photography, 2009. 32 p. E470.65.N56. Battles and Leaders of the Civil War. Vol. 4. New York: Yoseloff, 1956. pp. 1-75. E470.B346v4. Beauregard, P.G.T. "Torpedo Service in Charleston Harbor." In Annals of the War Written by Leading Participants North and South. Dayton, OH: Morningside, 1988. pp. 513-26. E464.A6. Belknap, George E. "Reminiscent of the Siege of Charleston." In Papers of the Military Historical Society of Massachusetts, Vol. 12. Boston: By the Society, 1912. pp. 155-207. E470.M65v12. Burton, E. Milby. The Siege of Charleston, 1861-1865. Columbia, SC: U SC, 1970. 373 p. E470.65.B87. Church, Henry F. "The Harbor Defenses of Charleston." Military Engineer (Jan/Feb 1931): pp. 11-14. Per. Conrad, Joseph L. "Blockade's Deadline Defied." America's Civil War (Sep 1988): pp. 18-23 & 25. Per. Davis, Robert S. "Three Months Around Charleston Bar; Or, the Great Siege as We Saw It." US Service Magazine (1864): pp. 169-79, 273-83 & 462-74. -
Three Rivers, the James, the Potomac, the Hudson, a Retrospect of Peace and War, by Joseph Pearson Farley
Library of Congress Three rivers, the James, the Potomac, the Hudson, a retrospect of peace and war, by Joseph Pearson Farley 4864 274 6 “ Benny Havens' Nest. West Point THREE RIVERS The James, The Potomac The Hudson A RETROSPECT OF PEACE AND WAR By JOSEPH PEARSON FARLEY, U. S. A. LC NEW YORK AND WASHINGTON THE NEALE PUBLISHING COMPANY 1910 F227 .F23 Copyright, 1910 THE NEALE PUBLISHING COMPANY LC In memory of my classmates, those who wore the blue and those who wore the gray You are doing, my friends, what your children could not do, for if you had gone to your grave cherishing the bitterness of conflict, their filial piety would have led them to cherish the same bitter and resentful feeling for generation after generation. You alone, you who fought, you who passed the weary days in the trenches, you who had the supreme exaltation of life at stake, you alone can render that supreme sacrifice to your country of a gentle and kindly spirit, receiving your former enemies to renewed friendship and binding Three rivers, the James, the Potomac, the Hudson, a retrospect of peace and war, by Joseph Pearson Farley http://www.loc.gov/ resource/lhbcb.02665 Library of Congress together all parts of the country for which you both fought.—( From Speech of Senator Elihu Root, to Federal and Confederate Veterans at Utica, N. Y. ) ILLUSTRATIONS Benny Havens' Nest—West Point Frontispiece FACING PAGE The De Russy House—Fortress Monroe 13 Brentwood—Residence First Mayor of Washington, D. C., 1818 93 West Point Light Battery—1860 108 Clearing the Road for -
Lesson 4: African-Americans in the Civil War Class Notes 4: Teacher
Lesson 4: African-Americans in the Civil War Class Notes 4: Teacher Edition I. Emancipation Proclamation Some Northerners felt that just winning the war wouldn’t be enough if slavery still existed. Lincoln disliked slavery, but he did not think the federal government had the power to abolish it where it already existed. His primary goal was to re-unify the country. Later, he used his power as commander-in-chief to free the slaves. Since slave labor was used by the South to build railroads and grow food , Lincoln could consider the slaves to be enemy resources. As U.S. commander -in-chief, Lincoln could seize these enemy resources Æ meaning Lincoln could emancipate the slaves. On January 1, 1863, Lincoln issued the Emancipation Proclamation. It applied to slaves living in Confederate control – NOT to slaves living in Southern areas under Union control NOR to slaves that lived in the border states. This document made the destruction of slavery a Northern war aim. It also discouraged the interference of foreign governments. II. Frederick Douglass Douglass was a former slave who became an important abolitionist . He traveled extensively giving lectures about the horrors of slavery and the need to abolish it. For Douglas and other abolitionists, the Civil War was a war to end slavery. Throughout the war, Douglass worked toward emancipating slaves and the right for African-Americans to enlist in the Union army . He met with President Lincoln to discuss these issues. Douglass helped recruit African-American soldiers. He believed that if former slaves and other African-Americans fought in the war, they could not be denied full citizenship in the Union. -
Mayport Village, Florida Illage, Florida Illage, Florida Illage, Florida
Historic Resources Survey MaMayportyport VVillage,illage, FloridaFlorida Including: Architectural Design Guidelines, Folklore, & Traditions Submitted by Godard Design Associates, Inc. Jacksonville Beach, Florida to City of Jacksonville Planning & Development Department Historic Resources Survey - Mayport Village Historic Resources Survey of the Mayport Village Jacksonville, Florida including Architectural Design Guidelines, Folklore, & Traditions Submitted by Godard Design Associates, Inc. Jacksonville Beach, Florida to The City of Jacksonville Planning & Development Department June 30, 2000 Historic Resources Survey - Mayport Village i Table of Contents ACKNOWLEDGMENTS .............................................................................................................................................................. 2 SURVEY CRITERIA......................................................................................................................................................................... 3 SURVEY METHODOLOGY ......................................................................................................................................................4 ITRODUCTION TO THE SURVEY FINDINGS .............................................................................................................. 7 Additional Structures and Sites ..................................................................................................................................................................... 15 Cemeteries .........................................................................................................................................................................................................