A Social Construction of Grieving And

Total Page:16

File Type:pdf, Size:1020Kb

A Social Construction of Grieving And A SOCIAL CONSTRUCTION OF GRIEVING AND BEREAVEMENT RITUALS IN THE MUSCOGEE CREEK TRIBE By ANDREA C. WALKER Bachelor of Science Oral Roberts University Tulsa, Oklahoma 1993 Master of Science Southern Nazarene University Tulsa, Oklahoma 1995 Submitted to the Faculty of the Graduate College of Oklahoma State University in partial fulfillment of the requirements for the Degree of DOCTOR OF PHILOSOPHY August, 2002 COPYRIGHT By Andrea C. Walker August, 2002 A SOCIAL CONSTRUCTION OF GRIEVING AND BEREAVEMENT RITUALS IN THE MUSCOGEE CREEK TRIBE Thesis Approved: Thesis Adviser an of the Graduate College 11 ACKNOWLEDGEMENTS Writing this dissertation has been an amazing and challenging experience. I would like to express my deepest appreciation to my committee members for their endless support and direction. To Dr. David Balk, whom I am honored to have as my · committee chair, I thank you for your expertise, your flexibility, and your devotion to me as a student. Your leadership and support has truly made this experience worthwhile, and my respect and admiration for you is immeasurable. To Dr. Kathleen Briggs, whose strength I can only hope to develop one day, thank you for your creative suggestions and ideas. To Dr. Mike Gunzenhauser, the qualitative guru, thank you for your prompt ;• responses to my numerous questions about qualitative methodology. Finally, to Dr. Nancy Van Winkle, I thank you for your unique, medical perspective and your several long drives to Stillwater to attend my committee meetings! This project could not have been completed without the help of the Muscogee Creek Nation. To Tim Thompson, Director of the Department of Cultural Research of the Creek tribe, I extend my heartfelt gratitude for your endorsement of the study and for your continuous help over the last year and a half. The time you contributed is greatly appreciated. And to my friends, Keeper Johnson, Jr., and Keeper Johnson, Sr., your enthusiastic support of this study was so encouraging! Thank you for the many conversations, for your time, for your hospitality, and for your generosity in helping me to learn details about Creeks that I would not have otherwise known. Finally, thank you 111 to all the participants, who trusted me as a person, as a researcher, and as an outsider of the tribe. The many interviews with all of you gave me insight into many aspects of the Creek culture. You truly made this project happen. To my family and friends, I thank you with all my heart. To my parents, Dr. Larry Walker and Becky Walker, thank you for all your spiritual, emotional, and financial support. I could not have accomplished this without you, and one day I hope to return the favor. To my friends who supported me diligently, I felt your constant flow of prayers, positive thoughts, and energy and am infinitely grateful. Finally, to my partner and my best friend, Eric Huerter, thank you for everything. Your sweetness, your daily help, your encouraging words, and your love motivated me in ways I cannot express. You are my true maverick! IV TABLE OF CONTENTS Chapter Page I. INTRODUCTION............................................................... 1 Background of the Problem . 2 Statement of Purpose . 4 Research Questions . 4 Rationale for a Qualitative Design . 5 Definitions of Terms ...................................................... 6 Summary/ Overview ...................................................... 9 II. REVIEW OF LITERATURE. ................................................. 11 Muscogee Creek Culture .................................................. 11 Muscogee Creek History .......................................... 12 Native American Political Issues ................................ 18 Native American Family and Culture .......................... 19 Muscogee Creek Culture ......................................... 24 Muscogee Creek Grieving and Bereavement . .. 25 Grief.......................................................................... 28 Grief and Culture .................................................. 27 Families and Grief................................................ 35 Grief in the United States ........................................ 38 Native American Grieving ....................................... 41 Summary ............................................................ 42 Theoretical Framework .................................................... 43 Overview ..................................................................... 46 III. METHODOLOGY .............................................................. 48 Researcher Subjectivity .................................................... 48 Design ........................................................................ 49 Sampling Procedures ....................................................... 49 Data Collection Procedures ................................................ 52 Instrument Used ............................................................. 58 Gatekeeper ................................................................... 62 Data Analysis ............................................................... 62 Issues of Rigor. .............................................................. 67 Summary ..................................................................... 69 V Chapter Page N. RESULTS-Grieving and Bereavement Rituals.......................... 71 Personal Biases of the Researcher....................................... 71 Construct of Grieving . .. 74 Construct of Bereavement Rituals....................................... 82 Reciprocal Relationship between Constructs of Grieving and of Bereavement Rituals .............................................. 102 Summary ..................................................................... 104 V. RESULTS-Influence ofCulture ............................................ 106 Construction of Creek Culture............................................ 107 Family .............................................................. 108 Religion. 116 Importance of the Number Four ................................. 123 Sense ofCommunity .............................................. 126 Indian Medicine ................................................... 130 Meaning ofDeath ................................................. 134 Overview ...................................................................... 147 Summary ..................................................................... 149 Vl. SUMMARY - CONCLUSIONS . .. ... 150 Grieving and Bereavement Rituals as Social Constructions ......... 151 Summary I Overview ..................................................... 158 Strengths and Limitations ................................................. 161 Implications / Recommendations for Future Research. 166 REFERENCES...................................................................... 169 APPENDDIBS 178 APPENDIX A - ORAL SOLICITATION .............................. 179 APPENDIX B - INTERVIEW PROTOCOL.......................... 181 APPENDIX C - INFORMED CONSENT .............................. 186 APPENDIX D-TRANSCRIBER CONFIDENTIALITY ............ 189 APPENDIX E- CODEBOOK ............................................ 191 APPENDIX F - INSTITUTIONAL REVIEW BOARD FORM .... 194 VI LIST OF TABLES 1. Summary of Participants' Demographic Data According to Religious Type............................................................... 53 2. Summary of Participants' Interview Data According to Religious Type........................................................... 56 3. Occurrence of Bereavement Rituals among Participants who are Members of Church and/or Ceremonial Grounds................... 84 4. Summary of Average Living in Participants' Homes and Average Generation Spans ................................................. 112 Vll LIST OF FIGURES Figure Page 1. Diagram for Viewing the Construction of Grieving and Bereavement Rituals in Muscogee Creeks ................ 72 2. Diagram for Viewing the Construction of Grieving and Bereavement Rituals in Muscogee Creeks with Contributing Variables ............................................ 73 Vlll Chapter I INTRODUCTION John, a young Muscogee Creek Indian, was employed by a community service agency that openly advertises its policies of cultural sensitivity in the workplace. One day at work his mother phoned him with a message that her uncle, John's great-uncle, had died. John's father was also deceased, and as the first-born son he was expected to take care of his mother and younger siblings during times of grieving. The first ritual was to occur in two days at dusk at the tribe's church. Meetings requiring his participation would follow for a minimum of four days. Understanding his responsibility to his family, John immediately contacted his supervisor to notify him of his great­ uncle's death. The supervisor assured him that he might be excused from work to attend the funeral. When John informed the supervisor that he would not be returning for a week, however, the supervisor asked, "A full week? Because your great-uncle died?" Suspecting that the young man might be using the death of a somewhat distant relative to get a few extra days off work, the supervisor denied his request and allowed him only two excused days away. This true example describes difficulty that may be caused by a lack of understanding of grieving and bereavement rituals among cultures. Cultural factors in bereavement are significant but have been largely ignored (Bonanno & Kaltmann, 1999). 2 Although much of society proclaims cultural
Recommended publications
  • Seminole Tribe Water Rights Experience (Stephen Walker)
    Challenges & Opportunities The Seminole Tribe of Florida’s Water Rights Experience By: Stephen A. Walker The Seminole Tribe of Florida: A History of Success • The Seminole Tribe of Florida is federally recognized by Section 16 of the Indian Reorganization of 1934 (25 U.S.C.§476) • The Seminole Tribe is recognized by the State of Florida pursuant to Chapter 285, Florida Statutes • Significant non reservation holdings including – Seminole Coconut Creek Casino – Hard Rock Hotel Chains A Brief History of The Seminole Tribe • The Seminole Tribe of Florida – Descendants of the Creek people - historic nations referred to as Creek or Cherokee people • 1800’s ordered to move to Oklahoma – “Trail of Tears” • 3 Seminole wars fought resisting removal – Never surrendered • By 1860 most Seminoles relocated, but many remained in the Everglades Reservations: A New Frontier for the Seminole People • The Seminoles resisted life on the reservations based on their belief of land ownership • By 1935 some Seminoles requested land be set aside for reservations • This divided the Seminole people into those that ultimately took the offer of reservation lands and those that later became the Miccosukee Tribe of Indians of Florida The Origins of the Modern Day Seminole Tribe • In 1953 the United States Congress passed legislation terminating federal tribal programs • The Seminole Tribe successfully argued against termination but immediately moved forward with: – Tribal Constitution – Obtained self governance through a tribal council – Created the Seminole Tribe
    [Show full text]
  • Fort King National Historic Landmark Education Guide 1 Fig5
    Ai-'; ~,,111m11l111nO FORTKINO NATIONAL HISTORIC LANDMARK Fig1 EDUCATION GUIDE This guide was made possible by the City of Ocala Florida and the Florida Department of State/Division of Historic Resources WELCOME TO Micanopy WE ARE EXCITED THAT YOU HAVE CHOSEN Fort King National Historic Fig2 Landmark as an education destination to shed light on the importance of this site and its place within the Seminole War. This Education Guide will give you some tools to further educate before and after your visit to the park. The guide gives an overview of the history associated with Fort King, provides comprehension questions, and delivers activities to Gen. Thomas Jesup incorporate into the classroom. We hope that this resource will further Fig3 enrich your educational experience. To make your experience more enjoyable we have included a list of items: • Check in with our Park Staff prior to your scheduled visit to confrm your arrival time and participation numbers. • The experience at Fort King includes outside activities. Please remember the following: » Prior to coming make staff aware of any mobility issues or special needs that your group may have. » Be prepared for the elements. Sunscreen, rain gear, insect repellent and water are recommended. » Wear appropriate footwear. Flip fops or open toed shoes are not recommended. » Please bring lunch or snacks if you would like to picnic at the park before or after your visit. • Be respectful of our park staff, volunteers, and other visitors by being on time. Abraham • Visitors will be exposed to different cultures and subject matter Fig4 that may be diffcult at times.
    [Show full text]
  • Precarious Lives: Black Seminoles and Other Freedom Seekers in Florida
    Precarious lives Black Seminoles and other freedom seekers in Florida before the US civil war A. A. Morgan Copyright 2020 A. A. Morgan This work is licensed under the Creative Commons license CC BY-NC-ND 4.0. You are welcome to share it, within a few basic limits stated in the license, as long as you credit the author and do not alter the work. To view a copy of the license, visit https://creativecommons.org/licenses/by-nc-nd/4.0. I gratefully acknowledge the insightful and constructive feedback received from Cheryl Nicchitta and Donna Stokes. All remaining mistakes and infelicities are my own. This work is offered free of charge. If you enjoy reading it, please consider making a small donation to the charity of your choice. i Dedication Sandy Perryman ? – 1839 warrior, diplomat, linguist ii Contents 1 Introduction 3 Seeking freedom in the Americas 18 Florida — a precarious haven 19 Seeking freedom in Florida 27 A fragile freedom 41 War 75 After Florida 78 Notes 95 Sources iii Introduction Florida was once a place where people in bondage came to be free. For generations, fugitives from the slave plantations of Alabama, the Carolinas, and Georgia crossed the border into Spanish Florida, where they sought official sanctuary or disappeared into the peninsula’s uncharted forests, swamps, and savannas. There, many of them fell in with American Indians, also relatively new to the region, who would become known as Seminoles. Their relationships with the Indians took many forms and have been described over the years in many ways — from slavery (similar to the Euro-American version but less brutal), to a form of vassalage in which they owed an annual tribute but were otherwise left to their own devices, to alliances between equals in which they served as trusted advisors, interpreters, and military allies.
    [Show full text]
  • The Whiteman's Seminole White Manhood, Indians and Slaves, and the Second Seminole War
    University of Central Florida STARS Electronic Theses and Dissertations, 2004-2019 2011 The Whiteman's Seminole White Manhood, Indians And Slaves, And The Second Seminole War Francis Mahan IV University of Central Florida Part of the History Commons Find similar works at: https://stars.library.ucf.edu/etd University of Central Florida Libraries http://library.ucf.edu This Masters Thesis (Open Access) is brought to you for free and open access by STARS. It has been accepted for inclusion in Electronic Theses and Dissertations, 2004-2019 by an authorized administrator of STARS. For more information, please contact [email protected]. STARS Citation Mahan, Francis IV, "The Whiteman's Seminole White Manhood, Indians And Slaves, And The Second Seminole War" (2011). Electronic Theses and Dissertations, 2004-2019. 2078. https://stars.library.ucf.edu/etd/2078 THE WHITEMAN‟S SEMINOLE: White Manhood, Indians and Slaves, and the Second Seminole War by FRANCIS E. MAHAN IV B.A. Pennsylvania State University, 2005 A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts in the Department of History in the College of Arts and Humanities at the University of Central Florida Orlando, Florida Spring Term 2011 © 2011 Francis E. Mahan IV ii ABSTRACT This study demonstrates that both government officials‟ and the settlers‟ perceptions of the Seminoles and Black Seminoles in Florida were highly influenced by their paternalistic and Jeffersonian world views. These perceptions also informed their policies concerning the Seminoles and Black Seminoles. The study is separated into three sections. The first chapter covers the years of 1820-1823.
    [Show full text]
  • Seminole Origins
    John and Mary Lou Missall A SHORT HISTORY OF THE SEMINOLE WARS SEMINOLE WARS FOUNDATION, INC. Founded 1992 Pamphlet Series Vol. I, No. 2 2006 Copyright © 2006 By John & Mary Lou Missall Series Editor: Frank Laumer Seminole Wars Foundation, Inc. 35247 Reynolds St. Dade City, FL 33523 www.seminolewars.us 2 Florida During the Second Seminole War 3 The Seminole Wars Florida’s three Seminole Wars were important events in American history that have often been neglected by those who tell the story of our nation’s past. These wars, which took place between the War of 1812 and the Civil War, were driven by many forces, ranging from the clash of global empires to the basic need to protect one’s home and family. They were part of the great American economic and territorial expansion of the nineteenth century, and were greatly influenced by the national debate over the issue of slavery. In particular, the Second Seminole War stands out as the nation’s longest, costli- est, and deadliest Indian war. Lasting almost seven years, the conflict cost thousands of lives and millions of dollars, yet faded from the nation’s collective memory soon after the fighting ended. It is a story that should not have been forgotten, a story that can teach us lessons that are still relevant today. It is in hopes of restoring a portion of that lost mem- ory that the Seminole Wars Foundation offers this short history of one of our nation’s longest wars. Seminole Origins The ancestors of the Seminole Indians were primarily Creek Indians from Georgia and Alabama who migrated to Florida during the 18th century after the decimation of the aboriginal natives under Spanish rule.
    [Show full text]
  • Georgia Genealogy Research Websites Note: Look for the Genweb and Genealogy Trails of the County in Which Your Ancestor Lived
    Genealogy Research in Georgia Early Native Americans in Georgia Native inhabitants of the area that is now Georgia included: *The Apalachee Indians *The Cherokee Indians *The Hitchiti, Oconee and Miccosukee Indians *The Muskogee Creek Indians *The Timucua Indians *The Yamasee and Guale Indians In the late 1700’s and early 1800’s, most of these tribes were forced to cede their land to the U.S. government. The members of the tribes were “removed” to federal reservations in the western U.S. In the late 1830’s, remaining members of the Cherokee tribes were forced to move to Oklahoma in what has become known as the “Trail of Tears.” Read more information about Native Americans of Georgia: http://www.native-languages.org/georgia.htm http://www.ourgeorgiahistory.com/indians/ http://www.aboutnorthgeorgia.com/ang/American_Indians_of_Georgia Some native people remained in hiding in Georgia. Today, the State of Georgia recognizes the three organizations of descendants of these people: The Cherokee Indians of Georgia: PO Box 337 St. George, GA 31646 The Georgia Tribe of Eastern Cherokee: PO Box 1993, Dahlonega, Georgia 30533 or PO Box 1915, Cumming, GA 30028 http://www.georgiatribeofeasterncherokee.com/ The Lower Muscogee Creek Tribe: Rte 2, PO Box 370 Whigham, GA 31797 First People - Links to State Recognized Tribes, sorted by state - http://www.firstpeople.us/FP-Html-Links/state- recognized-tribes-in-usa-by-state.html European Settlement of Georgia Photo at left shows James Oglethorpe landing in what is now called Georgia 1732: King George II of England granted a charter to James Oglethorpe for the colony of Georgia to be a place of refuge.
    [Show full text]
  • Bill Analysis and Fiscal Impact Statement
    The Florida Senate BILL ANALYSIS AND FISCAL IMPACT STATEMENT (This document is based on the provisions contained in the legislation as of the latest date listed below.) Prepared By: The Professional Staff of the Committee on Rules BILL: SB 1212 INTRODUCER: Senators Rodriguez and Hutson SUBJECT: Construction Contracting Exemptions DATE: April 2, 2021 REVISED: ANALYST STAFF DIRECTOR REFERENCE ACTION 1. Kraemer Imhof RI Favorable 2. Hackett Ryon CA Favorable 3. Kraemer Phelps RC Favorable I. Summary: SB 1212 exempts members of the Miccosukee Tribe of Indians of Florida (Miccosukee Tribe) and members of the Seminole Tribe of Florida (Seminole Tribe) from the contractor licensing requirements in ch. 489, F.S., when constructing a chickee. A chickee is an open-sided wooden hut that has a thatched roof of palm or palmetto or other traditional materials, and that does not incorporate any electrical, plumbing, or other nonwood features. The bill has no impact on state government. The bill is effective July 1, 2021. II. Present Situation: Regulation of Construction Activities; Exemptions The Legislature regulates the construction industry “in the interest of the public health, safety, and welfare,”1 and has enacted ch. 489, F.S., to address requirements for construction contracting, electrical and alarm system contracting, and septic tank contracting.2 More than 20 categories of persons are exempt from the contractor licensing requirements of ch. 489, F.S., including but not limited to: Contractors in work on bridges, roads, streets, highways, or railroads, and other services defined by the board and the Florida Department of Transportation; Employees of licensed contractors, if acting within the scope of the contractor’s license, with that licensee’s knowledge; 1 See s.
    [Show full text]
  • Patsy West. the Enduring Seminoles: from Alligator Wrestling to Ecotourism
    Ethnic Studies Review Volume 21 example, the book makes reference to the existence of many liquor stores in African-American neighborhoods without con­ sidering the unemployment rate. 4. Since most of the exercises are excellent tools for universi­ ty as well as on©line and K-1 2 classrooms, it would be invalu­ able if the book would offer suggestions on how to adapt the exercises for these various possibilities. For example, the authors of Chapter Eighteen suggest the "Label Game" devel­ oped by Ponterotto and Pederson (1 993). To experience the pain of being stereotyped, students in an on-line classroom could be asked to visit an on-line chatroom under a different identity and students in the K-1 2 classroom could have the labels (even pictures) taped on party-hats rather than on the back of a person. 5. Since technology is here to stay, Chapter Three is indispen­ sable in its discussion of the implementation of technology in the classroom. However, the chapter fails to address the pro­ liferation of racist web-sites, such as those of the Ku Kux Klan or the Aryan Nations. 6. Since the book is a resource guide rather than cover-to­ cover reading it would be helpful if each of the four parts had a title and even a brief synopses. Seate Baltes National University Patsy West. The Enduring Seminoles: From Alligator Wrestling to Ecotourism. (Gainesville: University Press of Florida, 1998). xvi, 150 pp., $24.95 cloth. Patsy West, long the archivist of photographs for the Seminole and Miccosukee Native nations of Florida, has writ­ ten an exceptional book in her first full-length work, The Enduring Seminoles: From Alligator Wrestling to Ecotourism.
    [Show full text]
  • American Tri-Racials
    DISSERTATIONEN DER LMU 43 RENATE BARTL American Tri-Racials African-Native Contact, Multi-Ethnic Native American Nations, and the Ethnogenesis of Tri-Racial Groups in North America We People: Multi-Ethnic Indigenous Nations and Multi- Ethnic Groups Claiming Indian Ancestry in the Eastern United States Inauguraldissertation zur Erlangung des Doktorgrades der Philosophie an der Ludwig‐Maximilians‐Universität München vorgelegt von Renate Bartl aus Mainburg 2017 Erstgutachter: Prof. Berndt Ostendorf Zweitgutachterin: Prof. Eveline Dürr Datum der mündlichen Prüfung: 26.02.2018 Renate Bartl American Tri-Racials African-Native Contact, Multi-Ethnic Native American Nations, and the Ethnogenesis of Tri-Racial Groups in North America Dissertationen der LMU München Band 43 American Tri-Racials African-Native Contact, Multi-Ethnic Native American Nations, and the Ethnogenesis of Tri-Racial Groups in North America by Renate Bartl Herausgegeben von der Universitätsbibliothek der Ludwig-Maximilians-Universität Geschwister-Scholl-Platz 1 80539 München Mit Open Publishing LMU unterstützt die Universitätsbibliothek der Ludwig-Maximilians-Universität München alle Wissenschaft ler innen und Wissenschaftler der LMU dabei, ihre Forschungsergebnisse parallel gedruckt und digital zu veröfentlichen. Text © Renate Bartl 2020 Erstveröfentlichung 2021 Zugleich Dissertation der LMU München 2017 Bibliografsche Information der Deutschen Nationalbibliothek Die Deutsche Nationalbibliothek verzeichnet diese Publikation in der Deutschen Nationalbibliografe; detaillierte bibliografsche Daten sind im Internet abrufbar über http://dnb.dnb.de Herstellung über: readbox unipress in der readbox publishing GmbH Rheinische Str. 171 44147 Dortmund http://unipress.readbox.net Open-Access-Version dieser Publikation verfügbar unter: http://nbn-resolving.de/urn:nbn:de:bvb:19-268747 978-3-95925-170-9 (Druckausgabe) 978-3-95925-171-6 (elektronische Version) Contents List of Maps ........................................................................................................
    [Show full text]
  • 02 Native Americans
    SECTION-TOPIC NATIVE AMERICANS– SEMINOLES AND MICCOSUKEES Standard 2: Understand causes, course, and consequences of the Civil War and Reconstruction and its effects on the American people. SS.912.A.2.7: Review the Native American experience. VOCABULARY Sovereignty, Reservation, Tribe, Culture, Seminole Seminoles and Miccosukee Reading, Comparison and REQUIRED MATERIALS Contrast Chart DURATION 1 – 50 minute period DO NOW OR PRE-READING – Teacher will post the picture of the Seminole Hard Rock Casino (see attached) Students will take 5-10 minutes to study the picture and answer the following questions. 1. If gambling is illegal in the state of Florida, how are the Seminole and Miccosukee Tribes able to own and operate casinos? 2. In your opinion, does the commercialization of the Seminole and Miccosukee Tribes, in the form of casinos, jeopardize the cultural history and significance of the tribes or does the new found attention and tourist appeal solidify the tribes’ importance? Historical Society of Palm Beach County www.pbchistoryonline.org Lesson plan by Clint Kovach, Lake Worth High School © 2009 Historical Society of Palm Beach County LESSON – Teacher will make copies or project the following reading on the white board, Seminoles and Miccosukee Students will read the article below before completing the corresponding worksheet. Seminoles and Miccosukee 1 Florida has been home to the Seminole Indians since the mid-1700s. When Florida’s original population of Native Americans decreased, groups of Lower and Upper Creeks, (classified by which waterway they lived near), also known as Muscogee, moved into Spanish Florida. They came from Alabama and Georgia seeking their own land, and Florida had plenty available.
    [Show full text]
  • Chickee / Chiki Hut Guidelines
    Chickee / Chiki Hut Guidelines A. Definition: (1) A Chickee Hut (also known as a Sun Shelter) is a Seminole Indian house built on stilts, with open sides and a thatched roof of palm leaves. A thatched roof is a roof constructed of palm fronds in an open web type of construction. The palm fronds are attached in such a manner that they are sacrificed in winds exceeding 70 mph. The chickee hut does NOT incorporate any electrical, plumbing or other nonwood features. B. Construction Standards: (1) All construction must meet at least the minimum requirements of the Florida Building Code as adopted by the City of Cape Coral, with amendments, and as amended subsequent to the adoption of this section. (LDR 3.1) (2) No sun shelters shall be permitted except those supported by either: (a) one central pole of a diameter not to exceed ten inches; or (b) Maximum of eight poles. (3) The maximum coverage allowed under roof, including overhangs, shall be 150 square feet or if constructed on a dock the area of the dock on which the sun shelter is constructed, whichever is less. (Ord. 13-06, 2-27-2006) (4) The maximum height of the sun shelter shall be 14 feet measured from the patio, dock or land on which the sun shelter is constructed. Should the surface on which the sun shelter is constructed have a grade, the measurement required by this subsection shall be from the lowest point of the grade under the sun shelter, including overhangs. (Ord. 13-06, 2-27-2006).
    [Show full text]
  • Florida's Plants and the Native Americans
    FLORIDA’S PLANTS AND THE NATIVE AMERICANS Pan’s Garden Education Teacher’s Manual A Project of the Preservation Foundation of Palm Beach 386 Hibiscus Avenue, Palm Beach, Florida TABLE OF CONTENTS Florida’s Plants and the Native Americans Teachers Manual PROGRAM INFORMATION PAGE About Pan’s Garden ................................................................................................................................................. 1 Directions to Pan’s Garden ...................................................................................................................................... 2 Free Transportation ................................................................................................................................................. 3 Field Trip Information ............................................................................................................................................ 4 Your Visit to Pan’s Garden ...................................................................................................................................... 5 What Will Students Experience? ............................................................................................................................. 6 To Prepare For This Program .................................................................................................................................. 7 Florida’s Sunshine State Standards ..........................................................................................................................
    [Show full text]