DOCSLIB.ORG

SFDRCISD US History 8Th Grade

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
SFDRCISD US History 8Th Grade SFDRCISD US History 8th Grade SFDRUSHIS8 Emily Vasquez Luis Esparza E.vasquez e.vasquz Say Thanks to the Authors Click http://www.ck12.org/saythanks (No sign in required) www.ck12.org AUTHORS SFDRUSHIS8 To access a customizable version of this book, as well as other Emily Vasquez interactive content, visit www.ck12.org Luis Esparza E.vasquez e.vasquz CK-12 Foundation is a non-profit organization with a mission to reduce the cost of textbook materials for the K-12 market both in the U.S. and worldwide. Using an open-source, collaborative, and web-based compilation model, CK-12 pioneers and promotes the creation and distribution of high-quality, adaptive online textbooks that can be mixed, modified and printed (i.e., the FlexBook® textbooks). Copyright © 2015 CK-12 Foundation, www.ck12.org The names “CK-12” and “CK12” and associated logos and the terms “FlexBook®” and “FlexBook Platform®” (collectively “CK-12 Marks”) are trademarks and service marks of CK-12 Foundation and are protected by federal, state, and international laws. Any form of reproduction of this book in any format or medium, in whole or in sections must include the referral attribution link http://www.ck12.org/saythanks (placed in a visible location) in addition to the following terms. Except as otherwise noted, all CK-12 Content (including CK-12 Curriculum Material) is made available to Users in accordance with the Creative Commons Attribution-Non-Commercial 3.0 Unported (CC BY-NC 3.0) License (http://creativecommons.org/ licenses/by-nc/3.0/), as amended and updated by Creative Com- mons from time to time (the “CC License”), which is incorporated herein by this reference. Complete terms can be found at http://www.ck12.org/about/ terms-of-use. Printed: August 27, 2015 iii Contents www.ck12.org Contents 1 European Exploration 1 1.1 Exploration Journal......................................... 2 1.2 Exploration Chapter Outline .................................... 3 1.3 Exploration Vocabualry....................................... 4 1.4 Exploration Chapter outline for Students.............................. 5 2 Colonization 7 2.1 Colonization Outline ........................................ 8 2.2 Colonization Vocabulary ...................................... 10 2.3 New England Colonies ....................................... 12 2.4 Mayflower Compact 1620...................................... 16 2.5 Middle Colonies: Best of Both Worlds............................... 19 2.6 Reaching to Connecticut ...................................... 21 2.7 Southern Colonies.......................................... 23 2.8 Colonization outline for students.................................. 39 3 American Revolution- Road to Independence 47 3.1 American Revolution Outline.................................... 48 3.2 American Revolution Voc...................................... 50 3.3 Important People American Revolution............................... 51 3.4 The Beginnings of Revolutionary Thinking............................. 53 3.5 A Tradition of Rebellion ...................................... 54 3.6 New France ............................................. 58 3.7 The French and Indian War..................................... 59 3.8 George Washington’s Background and Experience......................... 60 3.9 The Treaty of Paris (1763) and Its Impact.............................. 61 3.10 The Events Leading to Independence................................ 63 3.11 The Royal Proclamation of 1763 .................................. 66 3.12 The Stamp Act Controversy..................................... 73 3.13 The Boston Patriots......................................... 77 3.14 The Boston Massacre........................................ 80 3.15 The Tea Act and Tea Parties..................................... 84 3.16 The Intolerable Acts......................................... 89 3.17 E Pluribus Unum .......................................... 92 3.18 E Pluribus Unum .......................................... 94 3.19 Stamp Act Congress "No taxation without representation!" .................... 96 3.20 Sons of liberty............................................ 98 3.21 First Continental Congress .....................................100 3.22 The American Revolution overview.................................103 3.23 Committees of Correspondence...................................106 3.24 Thomas Paine Common Sense ...................................108 3.25 The Declaration of Independence 1776...............................110 iv www.ck12.org Contents 3.26 American and British Strengths and Weaknesses..........................112 3.27 The Revolution on the Home Front.................................114 3.28 Loyalists, Fence-sitters, and Patriots ................................119 3.29 Lexington and Concord.......................................122 3.30 Washington at Valley Forge.....................................127 3.31 Battle of Bunker Hill ........................................130 3.32 The Battle of Saratoga 1777.....................................134 3.33 The French Alliance.........................................141 3.34 The French Alliance.........................................144 3.35 Yorktown and the Treaty of Paris..................................147 3.36 Societal Impacts of the American Revolution............................151 3.37 The Impact of Slavery........................................153 3.38 A Revolution in Social Law.....................................155 3.39 Political Experience.........................................156 3.40 Women’s Roles In Revolution....................................158 3.41 When Does the Revolution End? ..................................160 3.42 The Loyalists ............................................162 3.43 Revolutionary Changes and Limitations: Slavery..........................166 3.44 The War Experience: Soldiers, Officers, and Civilians.......................169 3.45 American Revolution Journal....................................172 4 Constitution 1787 173 4.1 Constitution Vocbulary .......................................174 4.2 Constitution Outline.........................................176 4.3 Important People Constitution ...................................178 4.4 Comparing Important Documents..................................179 4.5 Making Rules............................................180 4.6 State Constitutions..........................................183 4.7 Evaluating the Congress.......................................187 4.8 Evaluating the Congress.......................................190 4.9 Creating Articles of Confederation.................................193 4.10 Articles of Confederation......................................194 4.11 The Economic Crisis of the 1780s .................................198 4.12 Shays’ Rebellion ..........................................199 4.13 Shays’ Rebellion ..........................................201 4.14 Drafting the Constitution ......................................203 4.15 Philadelphia Convention: Constitutional Convention........................204 4.16 A Cast of National Superstars....................................207 4.17 Virginia Plan: Large State Plan...................................210 4.18 New Jersey Plan: Small State Plan .................................213 4.19 Constitution Through Compromise.................................217 4.20 The Great Compromise.......................................221 4.21 Bill of Rights Outline........................................222 4.22 Federalist Vs Anti-federalist 1787 .................................223 4.23 The Anti-federalists’ Victory in Defeat...............................228 4.24 After the Fact: Virginia, New York, and "The Federalist Papers" . 230 4.25 Constitution Journal.........................................233 5 Early Republic 1789-1828 238 5.1 Early Republic Outline .......................................239 5.2 George Washington: Founding Father ...............................241 v Contents www.ck12.org 5.3 George Washington.........................................248 5.4 The First Administration ......................................250 5.5 Unsettled Domestic Issues .....................................252 5.6 Whiskey Rebellion .........................................255 5.7 U.S. Military Defeat; Indian Victory in the West..........................258 5.8 Hamilton’s Financial Plan......................................261 5.9 Growing Opposition: Jefferson’s Plan ...............................264 5.10 Growing Opposition.........................................267 5.11 Native American Resilience and Violence in the West.......................270 5.12 Washington declared American neutrality .............................273 5.13 Washington’s Farewell Address...................................276 5.14 ELECTION OF 1796........................................280 5.15 The Life and Times of John Adams.................................283 5.16 John Quincy Adams.........................................286 5.17 The Election of 1800 ........................................292 5.18 Thomas Jefferson ..........................................295 5.19 Jeffersonian America: A Second Revolution? ...........................299 6 Age of Jackson 303 6.1 Age of Jackson Outline.......................................304 6.2 Age of Jackson Vocabulary list...................................305 6.3 Old Hickory: Andrew Jackson ...................................306 6.4 The Age of Jackson.........................................311 6.5 The
Load more

Recommended publications
  • The Fourteenth Colony: Florida and the American Revolution in the South
    THE FOURTEENTH COLONY: FLORIDA AND THE AMERICAN REVOLUTION IN THE SOUTH By ROGER C. SMITH A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA 2011 1 © 2011 Roger C. Smith 2 To my mother, who generated my fascination for all things historical 3 ACKNOWLEDGMENTS I would like to thank Jon Sensbach and Jessica Harland-Jacobs for their patience and edification throughout the entire writing process. I would also like to thank Ida Altman, Jack Davis, and Richmond Brown for holding my feet to the path and making me a better historian. I owe a special debt to Jim Cusack, John Nemmers, and the rest of the staff at the P.K. Yonge Library of Florida History and Special Collections at the University of Florida for introducing me to this topic and allowing me the freedom to haunt their facilities and guide me through so many stages of my research. I would be sorely remiss if I did not thank Steve Noll for his efforts in promoting the University of Florida’s history honors program, Phi Alpha Theta; without which I may never have met Jim Cusick. Most recently I have been humbled by the outpouring of appreciation and friendship from the wonderful people of St. Augustine, Florida, particularly the National Association of Colonial Dames, the ladies of the Women’s Exchange, and my colleagues at the St. Augustine Lighthouse and Museum and the First America Foundation, who have all become cherished advocates of this project.
    [Show full text]
  • 'Deprived of Their Liberty'
    'DEPRIVED OF THEIR LIBERTY': ENEMY PRISONERS AND THE CULTURE OF WAR IN REVOLUTIONARY AMERICA, 1775-1783 by Trenton Cole Jones A dissertation submitted to Johns Hopkins University in conformity with the requirements for the degree of Doctor of Philosophy Baltimore, Maryland June, 2014 © 2014 Trenton Cole Jones All Rights Reserved Abstract Deprived of Their Liberty explores Americans' changing conceptions of legitimate wartime violence by analyzing how the revolutionaries treated their captured enemies, and by asking what their treatment can tell us about the American Revolution more broadly. I suggest that at the commencement of conflict, the revolutionary leadership sought to contain the violence of war according to the prevailing customs of warfare in Europe. These rules of war—or to phrase it differently, the cultural norms of war— emphasized restricting the violence of war to the battlefield and treating enemy prisoners humanely. Only six years later, however, captured British soldiers and seamen, as well as civilian loyalists, languished on board noisome prison ships in Massachusetts and New York, in the lead mines of Connecticut, the jails of Pennsylvania, and the camps of Virginia and Maryland, where they were deprived of their liberty and often their lives by the very government purporting to defend those inalienable rights. My dissertation explores this curious, and heretofore largely unrecognized, transformation in the revolutionaries' conduct of war by looking at the experience of captivity in American hands. Throughout the dissertation, I suggest three principal factors to account for the escalation of violence during the war. From the onset of hostilities, the revolutionaries encountered an obstinate enemy that denied them the status of legitimate combatants, labeling them as rebels and traitors.
    [Show full text]
  • *‡Table 5. Ethnic and National Groups
    T5 Table[5.[Ethnic[and[National[Groups T5 T5 TableT5[5. [DeweyEthnici[Decimaand[NationalliClassification[Groups T5 *‡Table 5. Ethnic and National Groups The following numbers are never used alone, but may be used as required (either directly when so noted or through the interposition of notation 089 from Table 1) with any number from the schedules, e.g., civil and political rights (323.11) of Navajo Indians (—9726 in this table): 323.119726; ceramic arts (738) of Jews (—924 in this table): 738.089924. They may also be used when so noted with numbers from other tables, e.g., notation 174 from Table 2 In this table racial groups are mentioned in connection with a few broad ethnic groupings, e.g., a note to class Blacks of African origin at —96 Africans and people of African descent. Concepts of race vary. A work that emphasizes race should be classed with the ethnic group that most closely matches the concept of race described in the work Except where instructed otherwise, and unless it is redundant, add 0 to the number from this table and to the result add notation 1 or 3–9 from Table 2 for area in which a group is or was located, e.g., Germans in Brazil —31081, but Germans in Germany —31; Jews in Germany or Jews from Germany —924043. If notation from Table 2 is not added, use 00 for standard subdivisions; see below for complete instructions on using standard subdivisions Notation from Table 2 may be added if the number in Table 5 is limited to speakers of only one language even if the group discussed does not approximate the whole of the
    [Show full text]
  • Historical Magazine
    THE WESTERN PENNSYLVANIA HISTORICAL MAGAZINE Volume 56 January 1973 Number 1 THE PREVOSTS OF THE ROYAL AMERICANS Edward G. Williams peldom in recorded history has there been a group of people who O surpassed in adaptability the Swiss soldiers who entered the Britisharmy in the middle of the eighteenth century expressly to serve in America against the French. Among the company of officers there stands out a family of three brothers and one nephew, all of whom were exceptional in every phase of military life and personal conduct. The brothers Prevost (pronounced Prevo) left an imprint upon the annals of the British army that would be the envy of many a family historian, and nowhere does greater interest attach to their activities than in Pennsylvania west of the Susquehanna River. In fact, there are few parts of western Europe and fewer sections of the English- speaking colonies on this side of the Atlantic Ocean where interest does not attach to their mutifaceted affairs. Ubiquity was the one attribute common to the whole group, and cosmopolitanism, linked with urbanity, was the prime quality that characterized them all. In words of modern expression, "they got around" and "they belonged" in whatever locality, situation, or society they found themselves. Certain members of the family crossed and re- crossed the ocean almost as though modern air travel existed. Two of the Prevosts married American wives, which focused upon the hus- bands an ephemeral kind of fame. Along with Henry Bouquet and Frederick Haldimand, each of the Prevosts placed his individual imprint upon the memorial records of the Royal American Regiment, the King's Royal Rifle Corps of the present day.
    [Show full text]
  • December 2017 Newsletter
    Freedom’s Voice The Monthly Newsletter of the Military History Center 112 N. Main ST Broken Arrow, OK 74012 http://www.okmhc.org/ “Promoting Patriotism through the Preservation of Military History” Volume 4, Number 12 December 2017 Merry Christmas & Happy New Year USS Oklahoma Memorial Important Dates The USS Oklahoma Memorial on Ford Island in Pearl Harbor December 24 thru January 1 – Christmas/New Year Holidays was constructed in 2007. The memorial honors the 414 sailors and fifteen Marines who died on Oklahoma, on December 7, Military History Center Closed 1941, and the following few days. Less than a third of the men on board when Oklahoma was torpedoed escaped. By the time The MHC will reopen January 2. Oklahoma was raised in 1943, the men’s identification had be- come separated from their remains. The Defense POW/MIA Happy Hanukkah Accounting Agency is currently engaged in a project to identify the unknowns by DNA matches. Several have already been identified and their remains returned to their families. From the Editor Throughout the year, we have endeavored to bring readers timely news of MHC activities and events, as well as interesting stories. Each month we highlight a specific exhibit or artifact of the museum. The MHC displays artifacts from all America’s wars from the Revolutionary War to the present War on Terror. Many of the MHC’s artifacts and photographs are unique to the MHC and cannot be found in any other museum. Artifacts are only part of the story. Our mission is “Promot- ing Patriotism through the Preservation of Military History”.
    [Show full text]
  • Interaction and Perception in Anglo-German Armies: 1689-1815
    Interaction and Perception in Anglo-German Armies: 1689-1815 Mark Wishon Ph.D. Thesis, 2011 Department of History University College London Gower Street London 1 I, Mark Wishon confirm that the work presented in this thesis is my own. Where information has been derived from other sources, I confirm that this has been indicated in the thesis. 2 ABSTRACT Throughout the ‘long eighteenth century’ Britain was heavily reliant upon soldiers from states within the Holy Roman Empire to augment British forces during times of war, especially in the repeated conflicts with Bourbon, Revolutionary, and Napoleonic France. The disparity in populations between these two rival powers, and the British public’s reluctance to maintain a large standing army, made this external source of manpower of crucial importance. Whereas the majority of these forces were acting in the capacity of allies, ‘auxiliary’ forces were hired as well, and from the mid-century onwards, a small but steadily increasing number of German men would serve within British regiments or distinct formations referred to as ‘Foreign Corps’. Employing or allying with these troops would result in these Anglo- German armies operating not only on the European continent but in the American Colonies, Caribbean and within the British Isles as well. Within these multinational coalitions, soldiers would encounter and interact with one another in a variety of professional and informal venues, and many participants recorded their opinions of these foreign ‘brother-soldiers’ in journals, private correspondence, or memoirs. These commentaries are an invaluable source for understanding how individual Briton’s viewed some of their most valued and consistent allies – discussions that are just as insightful as comparisons made with their French enemies.
    [Show full text]
  • Extensions of Remarks
    November 16, 1989 EXTENSIONS OF REMARKS 29607 EXTENSIONS OF REMARKS UNDERESTIMATING THE COST creases under statehood which differ radi­ exemption that would be precipitously OF STATEHOOD IN PLEBISCITE cally from those of the Energy and Natural ended · by the advent of statehood. The ON PUERTO RICO'S FUTURE Resources Committee Report. The cumula­ elimination of federal tax exemption would tive difference in the two estimates over have at least three major effects upon the just four years is $5.711 billion, a significant island's economy. First, it would deprive the HON. JAIME B. FUSTER sum that brings up estimates of additional local government of most of the funds it OF PUERTO RICO federal expenditures for Puerto Rico to now has, largely diminishing its role as the IN THE HOUSE OF REPRESENTATIVES $9.33 billion in the first 4 years of state­ main support of the Puerto Rican economy. hood. Exemption from federal taxes has permit­ Thursday, November 16, 1989 Even CBO's very broad assessment is not ted Puerto Rico to support a large public Mr. FUSTER. Mr. Speaker, once again I call yet complete. For one, the Congressional sector providing vital public services and to the attention of my colleagues develop­ Research Service had identified for us an employing more than a third of the work ments in the ongoing legislative process for a additional $107,778,000 which Puerto Rico force. Financing for this huge public sector congressionally sanctioned political status would have received in Title I education comes mainly from Puerto Rico income plebiscite in Puerto Rico.
    [Show full text]
  • 2009-2010 Slos by Department
    CMS System http://diogenes.fhda.edu/cms/slo.admin.php Bugs? Errors? Comments? Student Learning Outcome Administration System Return to Options Learning Outcomes Detail Report by Department View More Reports 15 of 17 Course IDs for ACTG in the Business and Social Sciences Division 2009-2010 have SLO's. Course ID Title SLO's ACTG 1A FINANCIAL ACCOUNTING I SLO 1. Explain financial accounting terminology, concepts, principles, and frameworks. [SLO1a: Theory]. ILO 1. 1. Communication 2. Creative, critical and analytical thinking SLO 2. Perform related calculations and demonstrate the ability to use methods and /or procedures to solve financial accounting problems. [SLO1b: Application] ILO 2. 3. Computation ACTG 1B FINANCIAL ACCOUNTING II SLO 1. Explain financial accounting terminology, concepts, principles, and frameworks. [SLO1a: Theory]. ILO 1. 1. Communication 2. Creative, critical and analytical thinking SLO 2. Perform related calculations and demonstrate the ability to use methods and /or procedures to solve financial accounting problems. [SLO1b: Application] ILO 2. 3. Computation ACTG 1C MANAGERIAL ACCOUNTING SLO 1. Explain managerial accounting terminology, concepts, principles, and frameworks. [SLO1a: Theory]. ILO 1. 1. Communication 2. Creative, critical and analytical thinking SLO 2. Perform related calculations and demonstrate the ability to use methods and /or procedures to solve managerial accounting problems. [SLO1b: Application] ILO 2. 3. Computation ACTG 51A INTERMEDIATE ACCOUNTING I SLO 1. Explain intermediate financial accounting terminology, concepts, principles, and frameworks.[SLO1a: Theory]. SLO 2. Perform related calculations and demonstrate the ability to use methods and /or procedures to solve intermediate financial accounting problems [SLO1b: Application] ACTG 51B INTERMEDIATE ACCOUNTING II SLO 1.
    [Show full text]
  • Here, a Single Source Is the Only Witness
    The Spy Who Never Was The Strange Case of John Honeyman and Revolutionary War Espionage Alexander Rose sion so gravely threaten the John Honeyman is famed as Revolution’s survival. the secret agent who saved George Washington and the The problem is, John Honey- Continental Army during the man was no spy—or at least, dismal winter of 1776/77. At a not one of Washington’s. In this time when Washington had suf- essay I will establish that the fered an agonizing succession of key parts of the story were defeats at the hands of the Brit- The problem is, John invented or plagiarized long “ ish, it was Honeyman who after the Revolution and, Honeyman was no brought the beleaguered com- through repetition, have spy.…Key parts of his mander precise details of the become accepted truth. I exam- story were invented…and Hessian enemy’s dispositions at ine our knowledge of the tale, through repetition have Trenton, New Jersey. assess the veracity of its compo- become accepted truth. nents, and trace its DNA to the Soon afterwards, acting his single story—a piece of family part as double agent, Honey- history published nearly 100 man informed the gullible Col. years after the battle. 1 These Johann Rall, the Hessian com- historical explorations addition- ” ally will remind modern intelli- mander, that the colonials were in no shape to attack. Washing- gence officers and analysts that ton’s men, he said, were suffer- the undeclared motives of ing dreadfully from the cold and human sources may be as many were unshod.
    [Show full text]
  • Guide to the Battles of Trenton and Princeton
    Hidden Trenton Guide to the Battles of Trenton and Princeton Nine Days that Changed the World December 26, 1776 to January 3, 1777 A self-guided tour of the places and events that shaped the battles and changed the history of America Go to http://HiddenTrenton.com/BattleTour for links to online resources Updated 2017 Copyright © 2011, 2017 all rights reserved. The pdf file of this document may be distributed for non- commercial purposes over the Internet in its original, complete, and unaltered form. Schools and other non-profit educational institutions may print and redistribute sections of this document for classroom use without royalty. All of the illustrations in this document are either original creations, or believed by the author to be in the public domain. If you believe that you are the copyright holder of any image in this document, please con- tact the author via email at [email protected]. Forward I grew up in NJ, and the state’s 1964 Tricentennial cel- Recently, John Hatch, my friend and business partner, ebration made a powerful impression on me as a curious organized a “Tour of the Battle of Trenton” as a silent 4th grader. Leutez’ heroic portrait of Washington Cross- auction item for Trenton’s Passage Theatre. He used ing the Delaware was one of the iconic images of that Fischer’s book to research many of the stops, augmenting celebration. My only memory of a class trip to the park his own deep expertise concerning many of the places a year or two later, is peering up at the mural of Wash- they visited as one of the state’s top restoration architects.
    [Show full text]
  • American Catholics in the Protestant Imagination Carroll, Michael P
    American Catholics in the Protestant Imagination Carroll, Michael P. Published by Johns Hopkins University Press Carroll, Michael P. American Catholics in the Protestant Imagination: Rethinking the Academic Study of Religion. Johns Hopkins University Press, 2007. Project MUSE. doi:10.1353/book.3479. https://muse.jhu.edu/. For additional information about this book https://muse.jhu.edu/book/3479 [ Access provided at 23 Sep 2021 22:11 GMT with no institutional affiliation ] This work is licensed under a Creative Commons Attribution 4.0 International License. American Catholics in the Protestant Imagination This page intentionally left blank American Catholics in the Protestant Imagination Rethinking the Academic Study of Religion michael p. carroll The Johns Hopkins University Press Baltimore This book has been brought to publication with the generous assistance of the J. B. Smallman Publication Fund and the Faculty of Social Science of The University of Western Ontario. © 2007 The Johns Hopkins University Press All rights reserved. Published 2007 Printed in the United States of America on acid-free paper 246897531 The Johns Hopkins University Press 2715 North Charles Street Baltimore, Maryland 21218-4363 www.press.jhu.edu Library of Congress Cataloging-in-Publication Data Carroll, Michael P., 1944– American Catholics in the Protestant imagination : rethinking the academic study of religion / Michael P. Carroll. p. cm. Includes bibliographical references and index. ISBN-13: 978-0-8018-8683-6 (hardcover : alk. paper) ISBN-10: 0-8018-8683-X (hardcover : alk. paper) 1. Catholics—United States—History. 2. Catholics—United States— Historiography. I. Title. BX1406.3.C375 2007 282Ј.73—dc22 2007006282 A catalog record for this book is available from the British Library.
    [Show full text]
  • The Lustrous Stone: White Marble in America, 1780-1860
    THE LUSTROUS STONE: WHITE MARBLE IN AMERICA, 1780-1860 by Elise Madeleine Ciregna A dissertation submitted to the Faculty of the University of Delaware in partial fulfillment of the requirements for the degree of Doctor of Philosophy in History Summer 2015 © 2015 Elise Madeleine Ciregna All Rights Reserved ProQuest Number: 3730261 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. ProQuest 3730261 Published by ProQuest LLC (2015). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code Microform Edition © ProQuest LLC. ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, MI 48106 - 1346 THE LUSTROUS STONE: WHITE MARBLE IN AMERICA, 1780-1860 by Elise Madeleine Ciregna Approved: __________________________________________________________ Arwen P. Mohun, Ph.D. Chair of the Department of History Approved: __________________________________________________________ George H. Watson, Ph.D. Dean of the College of Arts and Sciences Approved: __________________________________________________________ James G. Richards, Ph.D. Vice Provost for Graduate and Professional Education I certify that I have read this dissertation and that in my opinion it meets the academic and professional standard required by the University as a dissertation for the degree of Doctor of Philosophy. Signed: __________________________________________________________ J. Ritchie Garrison, Ph.D. Professor in charge of dissertation I certify that I have read this dissertation and that in my opinion it meets the academic and professional standard required by the University as a dissertation for the degree of Doctor of Philosophy.
    [Show full text]