Development and Demise of Rosewood
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2.0 Current Freight Rail System and Services in Florida
Investment Element of the 2010 Florida Rail System Plan 2.0 Current Freight Rail System and Services in Florida 2.1 Overview The Florida rail system is comprised of 2,786 miles of mainline track, which are owned by 15 operating line-haul railroads and terminal or switching companies, as well as 81 miles owned by the State of Florida. Florida’s rail system includes 2 Class I Railroads (CSX Transportation and Norfolk Southern Corporation), 1 Class II (Florida East Coast Railway), 11 Class III (Alabama and Gulf Coast Railway AN Railway, Bay Line Railroad, First Coast Railroad, Florida West Coast Railroad, Florida Central Railroad, Florida Midland Railroad, Florida Northern Railroad, Georgia and Florida Railway, Seminole Gulf Railway, and South Central Florida Express) and 1 railroad specializing in switching and terminals (Talleyrand Terminal).9 The largest operator in the State is CSX Transportation, which owns more than 53 percent of the statewide track mileage. In 2008, Florida’s railroads carried nearly 1.6 million carloads – 19 percent less than in 2006 – and approximately 83 million tons of freight, representing a 25 million ton (23 percent) decrease from 2006.10 During that year, railroads handled freight equivalent to roughly 5.0 million heavy trucks.11 Nonetheless, railroads continue to support thousands of jobs throughout the State and assist Florida’s industries to remain competitive with international and domestic markets for fertilizer, construction rock, consumer goods, paper products, processed 9 U.S. Class I Railroads are line-haul freight railroads with 2007 operating revenue in excess of $359.6 million (2006 operating revenues exceeding $346.7 million). -
The FLORIDA HISTORICAL QUARTERLY
Volume XXXII October, 1953 Number 2 The FLORIDA HISTORICAL QUARTERLY CONTENTS The Florida, Atlantic and Gulf Central Railroad Paul E. Fenlon The Election of 1876 in Florida Gov. Marcellus L. Stearns (ed. by) Edward C. Williamson Spanish Interest in British Florida Mark F. Boyd & Jose N. Latorre Book Reviews: Pettingill, “Story of the Florida Railroads” Dorothy Dodd Graff, “Mandarin on the St. Johns” Dena Snodgrass Sitterson, “Sugar Country” J. E. Dovell Wilgus (ed.) “The Caribbean” Ione S. Wright Aguilera (ed.) “Handbook of Latin American Studies” Marshall K. Powers Newman, “Indian River History” Southern Historical Association in Jacksonville Historical Association of Southern Florida The Florida Historical Society New members SUBSCRIPTION FOUR DOLLARS SINGLE COPIES ONE DOLLAR (Copyright, 1953, by the Florida Historical Society. Reentered as second class matter November 21, 1947, at the post office at Tallahassee, Florida, under the Act of August 24, 1912.) Office of publication, Tallahassee, Florida Published quarterly by THE FLORIDA HISTORICAL SOCIETY Gainesville, Florida THE FLORIDA, ATLANTIC AND GULF CENTRAL R. R. THE FIRST RAILROAD IN JACKSONVILLE by PAUL E. FENLON Though the factors responsible for the failure of Florida to ex- perience the rapid economic development which took place in the vast western areas of the United States during the latter half of the nineteenth century are numerous and diverse, lack of ade- quate railroad transportation, certainly until the 1880’s, stands out as one of the most important. Midway in the nineteenth century there was not in operation a single mile of railroad in the entire State of Florida. 1 Further- more, the development of railroad transportation facilities that did take place during most of the remainder of the century was spo- radic and relatively unplanned. -
2004 Freight Rail Component of the Florida Rail Plan
final report 2004 Freight Rail Component of the Florida Rail Plan prepared for Florida Department of Transportation prepared by Cambridge Systematics, Inc. 4445 Willard Avenue, Suite 300 Chevy Chase, Maryland 20815 with Charles River Associates June 2005 final report 2004 Freight Rail Component of the Florida Rail Plan prepared for Florida Department of Transportation prepared by Cambridge Systematics, Inc. 4445 Willard Avenue, Suite 300 Chevy Chase, Maryland 20815 with Charles River Associates Inc. June 2005 2004 Freight Rail Component of the Florida Rail Plan Table of Contents Executive Summary .............................................................................................................. ES-1 Purpose........................................................................................................................... ES-1 Florida’s Rail System.................................................................................................... ES-2 Freight Rail and the Florida Economy ....................................................................... ES-7 Trends and Issues.......................................................................................................... ES-15 Future Rail Investment Needs .................................................................................... ES-17 Strategies and Funding Opportunities ...................................................................... ES-19 Recommendations........................................................................................................ -
Pullman Company Archives
PULLMAN COMPANY ARCHIVES THE NEWBERRY LIBRARY Guide to the Pullman Company Archives by Martha T. Briggs and Cynthia H. Peters Funded in Part by a Grant from the National Endowment for the Humanities Chicago The Newberry Library 1995 ISBN 0-911028-55-2 TABLE OF CONTENTS Introduction ............................................. v - xii ... Access Statement ............................................ xiii Record Group Structure ..................................... xiv-xx Record Group No . 01 President .............................................. 1 - 42 Subgroup No . 01 Office of the President ...................... 2 - 34 Subgroup No . 02 Office of the Vice President .................. 35 - 39 Subgroup No . 03 Personal Papers ......................... 40 - 42 Record Group No . 02 Secretary and Treasurer ........................................ 43 - 153 Subgroup No . 01 Office of the Secretary and Treasurer ............ 44 - 151 Subgroup No . 02 Personal Papers ........................... 152 - 153 Record Group No . 03 Office of Finance and Accounts .................................. 155 - 197 Subgroup No . 01 Vice President and Comptroller . 156 - 158 Subgroup No. 02 General Auditor ............................ 159 - 191 Subgroup No . 03 Auditor of Disbursements ........................ 192 Subgroup No . 04 Auditor of Receipts ......................... 193 - 197 Record Group No . 04 Law Department ........................................ 199 - 237 Subgroup No . 01 General Counsel .......................... 200 - 225 Subgroup No . 02 -
An Obligation to Do One's Best by Dana Smessaert May 2020
An Obligation to do One’s Best by Dana Smessaert May 2020 Director of Thesis: Angela Wells Major Department: School of Art and Design An Obligation to do One's Best is an exploration of myth and reality at home in a small southern town. The artist is calling into question whose history we are referencing when it comes to art, economics, and culture. In these liminal landscapes, the viewer/spectator becomes a collaborator in the mythos of racism in the Southern narrative—the denial of not only its racist past but also the strides of the Civil Rights protests. The research explores the agency of history and cultural capital through a site-specific installation with images, video, sculpture, and sound. Creating a liminal landscape of the American South through physical and metaphysical readings of its trauma, history, and understanding the “...south as a noun that behaves like a verb.”1 The South is entwined with history, politics, economics, and racism, a link that can never be severed, this paper consorts with classic literature, history, cinema, demographics, and philosophy. The American South, the house, the name, and the family's history are complicated and seemingly transparent to those on the outside. However, the stories of those who live here still exist in the space between myth and reality. 1 Romine, Scott. The Real South: Southern Narrative in the Age of Cultural Reproduction. Baton Rouge: Louisiana State University Press, 2008. An Obligation to do One’s Best A Thesis Presented to the Faculty of the School of Art and Design East -
The Elkton Hastings Historic Farmstead Survey, St
THE ELKTON HASTINGS HISTORIC FARMSTEAD SURVEY, ST. JOHNS COUNTY, FLORIDA Prepared For: St. Johns County Board of County Commissioners 2740 Industry Center Road St. Augustine, Florida 32084 May 2009 4104 St. Augustine Road Jacksonville, Florida 32207- 6609 www.bland.cc Bland & Associates, Inc. Archaeological and Historic Preservation Consultants Jacksonville, Florida Charleston, South Carolina Atlanta, Georgia THE ELKTON HASTINGS HISTORIC FARMSTEAD SURVEY, ST. JOHNS COUNTY, FLORIDA Prepared for: St. Johns County Board of County Commissioners St. Johns County Miscellaneous Contract (2008) By: Myles C. P. Bland, RPA and Sidney P. Johnston, MA BAIJ08010498.01 BAI Report of Investigations No. 415 May 2009 4104 St. Augustine Road Jacksonville, Florida 32207- 6609 www.bland.cc Bland & Associates, Inc. Archaeological and Historic Preservation Consultants Atlanta, Georgia Charleston, South Carolina Jacksonville, Florida MANAGEMENT SUMMARY This project was initiated in August of 2008 by Bland & Associates, Incorporated (BAI) of Jacksonville, Florida. The goal of this project was to identify and record a specific type of historic resource located within rural areas of St. Johns County in the general vicinity of Elkton and Hastings. This assessment was specifically designed to examine structures listed on the St. Johns County Property Appraiser’s website as being built prior to 1920. The survey excluded the area of incorporated Hastings. The survey goals were to develop a historic context for the farmhouses in the area, and to make an assessment of the farmhouses with an emphasis towards individual and thematic National Register of Historic Places (NRHP) potential. Florida Master Site File (FMSF) forms in a SMARTFORM II database format were completed on all newly surveyed structures, and updated on all previously recorded structures within the survey area. -
Teaching the Modern Civil Rights Movement (1954-1985) Through Media
Teaching the Modern Civil Rights Movement (1954-1985) through Media Conceptualized, Researched, Compiled, and Designed by Xosé Manuel Alvariño, Teacher Miami-Dade County Public Schools Miami, Florida [email protected] For information concerning IMPACT II opportunities, Adapter and Disseminator grants, please contact The Education Fund at 305-892-5099, Ext. 18, E-mail: [email protected], Web site: www.educationfund.org 1 For Mrs. Fannie Lou Hamer 626 E. Lafayette Street Ruleville, Mississippi http://www.youtube.com/watch?v=OC3pQfLOlkQ ―I'm sick and tired of being sick and tired.‖ Not even a brutal beating in jail stopped Mrs. Fannie Lou Hamer (1917-1977) from fighting to secure black people’s constitutional right to vote. Her powerful testimony about how she and other African Americans were mistreated influenced passage of the Voting Rights Act of 1965. 2 Here you’ll find … Dear Colleague letter …………………………………………………………………………………………… 4 What is ―Eyes on the Prize?‖ …………………………………………………………………………………..8 Emmett Louis Till-An Introductory Unit……………………………………………………………………….9 Resources for Teaching the Movement through Media …………………………………………………..25 Blogs…………………………………………………………...26 Films …………………………………………………………...27 Images …………………………………………………………31 Literature………………………………………………………34 Articles…………………................34 Books………………………………35 Poetry……………………………...37 Music……………………………………………………………38 Music Resources…………………42 The Movement in Florida………………………………………………………………………………………..43 Florida Movement Images………….45 Florida Civil Rights Oral Histories...47 -
The Florida Terror: Race Relations in the Early Twentieth-Century
The Florida Terror: Race Relations in the Early Twentieth-Century Summary Many years before the Civil Rights Movement of the 1950’s and 1960’s brought nationwide attention to the plight of African-Americans in the South, racial violence was a fact of life. Many whites held firm to an unwritten code that demanded brutal punishment for individual blacks, or entire communities, that “stepped out of line.” In this lesson, students will: read about race relations in the post-WWI years and the Ku Klux Klan; explore individual incidents of racial violence in Florida before the Civil Rights era; and create annotated maps/timelines of these incidents. Objectives Students will: 1) Understand how demographic changes after World War I led to strained relations between whites and blacks in the North and the South; 2) Read an account of the origins and reformation of the Ku Klux Klan, from the early 1900’s to the present; 3) Explore five incidents of racial violence from 1920 to 1944. U.S. History Event This lesson could be used within the context of any unit on the 1920’s, including racial unrest in the post-WWI years and the nativism movement. It could also be used as am opening lesson to the Civil Rights Movement. Grade Level This lesson can be implemented in a middle school or high school American history classroom, but because of the sensitive subject matter may be more appropriate for high school. Materials AAA AutoClub maps of Florida (optional), maps of Florida found at http://fcit.usf.edu/florida/maps/state/64000.htm (optional), a transparency of the lyrics to “Strange Fruit,” a transparency or copies of one of several pictures from http://www.liu.edu/cwis/cwp/library/african/2000/lynching.htm , one copy of Reading Passage #1 and Reading Passage #2 for each pair, one copy of Exhibits A-E for each pair, one copy of “Matrix for Information about Florida Racial Violence” for each student (or pair), Lesson Time This lesson can be completed in one block period. -
African American Women's Resistance in the Aftermath
AFRICAN AMERICAN WOMEN’S RESISTANCE IN THE AFTERMATH OF LYNCHING by LACEY A. BROWN-BERNAL THESIS Submitted in partial fulfillment of the requirements for the degree of Master of Arts in History at The University of Texas at Arlington December 2019 Arlington, Texas Supervising Committee: Stephanie Cole, Supervising Professor Delaina Price Christopher Morris ABSTRACT AFRICAN AMERICAN WOMEN’S RESISTANCE IN THE AFTERMATH OF LYNCHING Lacey A. Brown-Bernal, M.A. History The University of Texas at Arlington, 2019 Supervising Professor: Stephanie Cole This thesis focuses on resistance strategies used by African American women in the aftermath of lynching in the late nineteenth and early twentieth centuries. It examines the ways in which those strategies were shared, modified, and deployed by black women activists throughout the Jim Crow Era and traces the connection to contemporary movements for social justice. The starting point for this study of generational change within African American women’s resistance to violence is the transatlantic anti-lynching campaign of Ida B. Wells and an examination of newspaper articles that detailed her actions while abroad with an eye to considering how her approach shaped the reception of her message. Also included in this work is a case study that examines the life of one woman and her family in the aftermath of lynching in order to understand the extent to which that event shaped their lives in the immediate aftermath and as they moved forward. As a result, the importance of family, church, and community to some survivors of racial violence is illuminated. A broader look at the actions of multiple women between 1892-1955 shows that black women in the aftermath of lynching manipulated the gendered language surrounding the ideology of male breadwinners to file civil cases when a male family member was lynched, adding to a collective knowledge of resistance strategies across generations. -
Learning About White Supremacy: Resources for All Ages
P a g e | 1 of 6 Learning About White Supremacy and How to Talk about It Compiled by Marilyn Saxon-Simurro Learning about White Supremacy and How to Talk About it Resources for All Ages Wondering how to talk with your children, students and/or adult peers about race, racism, and white supremacy? Start here with these resources for children, teens, and adults. Items 1-9 offer resources to help adults communicate with children and teens about race, racism, and white supremacy. They are meant for parents, teachers, and mentors. Items 10-20 include information for adults about the lives of Black people that may not have been known or considered. It is hoped that this list will be used to increase knowledge about, empathy for, and effective allyship with Black people. This list with its many links is not meant for people to read in one sitting. Think of it as a menu from which you can choose one issue at a time. These issues together reveal the definition and subtle perniciousness of systemic racism. 1. Into America with Trymaine Lee Podcast: “Into an American Uprising: Talking to Kids about Racism. June 4, 2020. This 27-minute interview of Dr. Beverly Daniel Tatum gives great word-for-word scripts parents, teachers and mentors can use in discussing race. You can listen here https://www.nbcnews.com/podcast/into-america/american- uprising-talking-kids-about-racism-n1225316 or on other podcast platforms such as Stitcher, Spotify, or iTunes. The full transcript is here: https://www.nbcnews.com/podcast/into-america/transcript-talking-kids-about-racism- n1226281. -
Bringing Floridians Together B O a R D O F D I R E C T O R S F H C S T a Ff
FLORIDA HUMANITIES COUNCIL 2006 ANNUAL REPORT Bringing Floridians Together B O A R D O F D IRE C TORS F H C S TA ff David Colburn, Chair—Gainesville Janine Farver, Executive Director B. Lester Abberger—Tallahassee Barbara Bahr, Technology Manager John Belohlavek—Tampa Laurie Berlin, Director of Administration Frank Billingsley, Vice Chair—Orlando Julie Henry Matus, Program Coordinator—Road Scholars Rachel Blechman—Miami Karen Jackson, Program & Fiscal Assistant Elaine Brown—Jacksonville Lisa Lennox, Administrative Assistant William Carlson—Tampa Susan Lockwood, Director of Grants Jim Clark—Orlando Carly Meek, Development Assistant Brian Dassler—Fort Lauderdale Brenda O’Hara, Fiscal Officer Juan Carlos Espinosa—Miami Barbara O’Reilley, Communications Director & Editor/FORUM Nancy Fetterman—Pensacola Patricia Putman, Development Officer Caren Lobo—Sarasota Monica Rowland, Program Coordinator—The Gathering & Florida Center for Teachers Kim Long—Naples Ann Schoenacher, Director, Florida Center for Teachers Meredith Morris-Babb—Gainesville Diane Wakeman, Program Assistant Lesley Northup—Miami Howard Pardue—Tallahassee Jeffrey Sharkey—Tallahassee Rowena Stewart—Jacksonville Ellen Vinson—Pensacola Jon Ward—Fort Pierce ThE FLORIDA HUMANITIES COUNCIL, A NONPROFIT CULTURAL AND EDUCATIONAL ORGANIZATION, BUILDS STRONG COMMUNITIES AND INFORMED CITIZENS BY ENGAGING FLORIDIANS IN THE HERITAGE, TRADITIONS, AND STORIES OF OUR STATE AND ITS PLACE IN THE WORLD. 2 0 0 6 A nn U al R eport Dear Friends and Supporters of the Florida Humanities Council This annual report provides you with an opportunity We also hope you attend one of our hundreds of Road to review the Council’s many activities during Scholars presentations. Among them are Chautauqua the past year and to examine our budget and the performances that bring to life such important ways it has been used to enrich our programs. -
Ocala, Marion County, Florida
NPS Form 10-900 | "~, r~~"——'——---OMB No. 1024-0018 (Rev. 10-90 United States Department of the Interior National Park Service MOV 2 \ B9I NATIONAL REGISTER OF HISTORIC PLACES REGISTRATION FORM L J^JLL- ••- This form is for use in nominating or requesting determinations for individual properties and districts. ^SeeTTlstructions in 4=&ai.Ja .Complete the National Register of Historic Places Registration Form (National Register Bulletin 16A). Complete each item by marking "x" in the appropriate box or by entering the information requested. If any item does not apply to the property being documented, enter "N/A" for "not applicable." For functions, architectural classification, materials, and areas of significance, enter only categories and subcategories from the instructions. Place additional entries and narrative items on continuation sheets (NPS Form 10-900a). Use a typewriter, word processor, or computer, to complete all items. 1. Name of Property___________________________________________________ historic name OCALA UNION STATION________________________________________ other names/site number Union Station Plaza/MR2475_________________________________ 2. Location street & number 531 North East First Avenue N/A D not for publication citv or town Qcala ___N/A D vicinity state FLORIDA code FL county Marion code 083 zio code 34470 3. State/Federal Agency Certification As the designated authority under the National Historic Preservation Act, as amended, I hereby certify that this E3 nomination D 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 Bl meets D does not meet the National Register criteria.