January 2012 ▪ Volume 35, Issue No
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Our Rich History Is Not Forgotten: the Lchs Historical Marker Program
OUR RICH HISTORY IS NOT FORGOTTEN: THE LCHS HISTORICAL MARKER PROGRAM Logan County has a rich and diverse history that rivals any of the other counties in Ohio. From prehistoric Paleo Indians who hunted the great mastodons that once roamed this area, to the Shawnee, Wyandot and other historic tribes that called it home, to the white settlement of the area, to its heyday as a railroad artery, to its Million Dollar Playground at Indian Lake, to the present, Logan County’s history has been one of immense interest and importance. The Historical Society has preserved and promoted Logan County’s history in many ways. One has been the historical marker program. The Society first began erecting the markers in the 1940s. Many of the early markers recognized the importance of historic Indians in Logan County’s past. Over the next several decades the Society erected many more markers commemorating important people, sites and events that affected Logan County’s history and development. The Society is continuing this practice today with new markers and replacing older ones that have been damaged or lost. The Historical Society is not the only entity that has celebrated the county’s history through markers. Several of the villages in Logan County have erected monuments for certain historical events or people in their past. The county also has a few markers that individuals or organizations have sponsored. These markers, like those of the Society, were erected to commemorate people, events, and sites that helped shape Logan County’s history. ZANE-KENTON MEMORIAL—Route 5 at south edge of Zanesfield. -
In Search of the Indiana Lenape
IN SEARCH OF THE INDIANA LENAPE: A PREDICTIVE SUMMARY OF THE ARCHAEOLOGICAL IMPACT OF THE LENAPE LIVING ALONG THE WHITE RIVER IN INDIANA FROM 1790 - 1821 A THESIS SUBMITTED TO THE GRADUATE SCHOOL IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS BY JESSICA L. YANN DR. RONALD HICKS, CHAIR BALL STATE UNIVERSITY MUNCIE, INDIANA DECEMBER 2009 Table of Contents Figures and Tables ........................................................................................................................ iii Chapter 1: Introduction ................................................................................................................ 1 Research Goals ............................................................................................................................ 1 Background .................................................................................................................................. 2 Chapter 2: Theory and Methods ................................................................................................. 6 Explaining Contact and Its Material Remains ............................................................................. 6 Predicting the Intensity of Change and its Effects on Identity................................................... 14 Change and the Lenape .............................................................................................................. 16 Methods .................................................................................................................................... -
Indianapolis Germans and the Beginning Ofthe Civil War/ Based
CHAPTER XIII THE CIVIL WAR We shall really see what Germans patriots can do! August Willich, German immigrant, commander of the Indiana 32nd (German) Regiment, and Union general, 1861. In the Civil War it would be difficult to paint in too strong colors what I may well-nigh call the all importance of the American citizens of German birth and extraction toward the cause of Union and Liberty. President Theodore Roosevelt, 1903. Chapter XIII THE CIVIL WAR Contents INTRODUCTION 1. HOOSIER GERMANS IN THE WAR FOR THE UNION William A. Fritsch (1896) 2. THE GERMANS OF DUBOIS COUNTY Elfrieda Lang 2.1 REMEMBERING TWO CIVIL WAR SOLDIERS: NICHOLAS AND JOHN KREMER OF CELESTINE, DUBOIS COUNTY George R. Wilson 3. FIGHTING FOR THE NEW FATHERLAND: INDIANAPOLIS GERMANS AND THE BEGINNING OF THE WAR Theodore Stempfel 4. DIE TURNVEREINE (THE TURNERS) Mark Jaeger 5. WAR CLOUDS OVER EVANSVILLE James E. Morlock 6. CAPTAIN HERMAN STURM AND THE AMMUNITION PROBLEM Jacob Piatt Dunn (1910) 6.1 COLONEL STURM Michael A. Peake, (ed) 7. THE FIRST INDIANA BATTERY, LIGHT ARTILLERY Frederick H. Dyer 7.1 FIRST INDIANA BATTERY VETERAN CHRISTIAN WUNDERLICH History of Vanderburgh County 8. THE SIXTH INDIANA BATTERY, LIGHT ARTILLERY 8.1 JACOB LOUIS BIELER, VETERAN OF SHILOH Jacob Bieler Correspondence 8.2 JACOB L. BIELER Jacob Piatt Dunn (1919) 9. 32ND REGIMENT INDIANA INFANTRY ("1st GERMAN REGIMENT") Frederick H. Dyer 1 10. AUGUST WILLICH-THE ECCENTRIC GERMAN GENERAL Karen Kloss 11. PRESS COVERAGE—1st GERMAN, 32nd REGIMENT INDIANA VOLUNTEERS Michael A. Peake, (ed) 12. THE NATION’S OLDEST CIVIL WAR MONUMENT Michael A. -
War and Legitimacy: the Securement of Sovereignty in the Northwest Indian War
i ABSTRACT WAR AND LEGITIMACY: THE SECUREMENT OF SOVEREIGNTY IN THE NORTHWEST INDIAN WAR During the post-revolution period, the newfound constitutional government of the United States faced a crisis of sovereignty and legitimacy. The Old Northwest region, encompassing what is now Ohio, Indiana and Illinois, was disputed between several groups. The U.S. government under George Washington claimed the region and sought to populate the land with white settlers, British officials in North America wished to reestablish British hegemony in the Ohio River valley and Native-Americans wished to protect their ancestral homeland from foreign invasion. In the 1790s, war broke out between a British backed alliance of Native tribes and the United States of America. Historians have named this conflict the Northwest Indian War. Examining government records, personal correspondences between Washington administration officials and military commanders, as well as recollections of soldiers, officials and civilians this thesis explores the geopolitical causes and ramifications of the Northwest Indian War. These sources demonstrate how the war was a reflection of a crisis which threatened the legitimacy to American sovereignty in the West. Furthermore, they also demonstrate how the use of a professional federal standing army was used by Washington’s government to secure American legitimacy. Michael Anthony Lipe August 2019 ii WAR AND LEGITIMACY: THE SECUREMENT OF SOVEREIGNTY IN THE NORTHWEST INDIAN WAR by Michael Anthony Lipe A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts in History in the College of Social Sciences California State University, Fresno August 2019 APPROVED For the Department of History: We, the undersigned, certify that the thesis of the following student meets the required standards of scholarship, format, and style of the university and the student's graduate degree program for the awarding of the master's degree. -
River Raisin National Battlefield Park Lesson Plan Template
River Raisin National Battlefield Park 3rd to 5th Grade Lesson Plans Unit Title: “It’s Not My Fault”: Engaging Point of View and Historical Perspective through Social Media – The War of 1812 Battles of the River Raisin Overview: This collection of four lessons engage students in learning about the War of 1812. Students will use point of view and historical perspective to make connections to American history and geography in the Old Northwest Territory. Students will learn about the War of 1812 and study personal stories of the Battles of the River Raisin. Students will read and analyze informational texts and explore maps as they organize information. A culminating project will include students making a fake social networking page where personalities from the Battles will interact with one another as the students apply their learning in fun and engaging ways. Topic or Era: War of 1812 and Battles of River Raisin, United States History Standard Era 3, 1754-1820 Curriculum Fit: Social Studies and English Language Arts Grade Level: 3rd to 5th Grade (can be used for lower graded gifted and talented students) Time Required: Four to Eight Class Periods (3 to 6 hours) Lessons: 1. “It’s Not My Fault”: Point of View and Historical Perspective 2. “It’s Not My Fault”: Battle Perspectives 3. “It’s Not My Fault”: Character Analysis and Jigsaw 4. “It’s Not My Fault”: Historical Conversations Using Social Media Lesson One “It’s Not My Fault!”: Point of View and Historical Perspective Overview: This lesson provides students with background information on point of view and perspective. -
Native American Resistance Consulted to Create Their Project and from the Beginning, the New United States’ Dealings with Native Americans Written Report
CK_5_TH_HG_P231_324.QXD 2/13/06 1:55 PM Page 248 I. Westward Expansion Teaching Idea Gold Rush and the ’49ers Students may enjoy hearing excerpts In January 1848, John Sutter hired James Marshall to build a sawmill on the from letters and autobiographies of American River, which ran through Sutter’s property near Sacramento, California. people who participated in the gold As he worked, Marshall noticed in the riverbed shiny flakes that looked golden in rush of 1849. One well-known set of the light. When he examined them more closely, he saw they were gold. Though documents is a series of letters by the two men tried to hide Marshall’s discovery, word got out and the rush to find William Swain written to his wife gold was soon on. 52 Sabrina Swain and his brother George Californians took to the rivers and streams looking for gold. Much of it was Swain. Another interesting document is easily found in streams and riverbeds by panning. Miners literally used pans with the memoirs of Luzena Stanley Wilson. small holes poked through their bottoms. They let the water flow through the Excerpts from both the Swain and the holes, and the heavy gold sank to the bottom of the pans. Wilson materials can be found online. (See More Resources.) By the following summer, 100,000 people arrived in California—not just from the east coast of the United States but from Europe and much of the Pacific Basin, especially China, as well. Most came overland by horse and wagon train, but many came by boat. -
The Mckee Treaty of 1790: British-Aboriginal Diplomacy in the Great Lakes
The McKee Treaty of 1790: British-Aboriginal Diplomacy in the Great Lakes A thesis submitted to the College of Graduate and Postdoctoral Studies In partial fulfilment of the requirements for MASTER OF ARTS in the Department of History UNIVERSITY OF SASKATCHEWAN Saskatoon by Daniel Palmer Copyright © Daniel Palmer, September 2017 All Rights Reserved Permission to Use In presenting this thesis/dissertation in partial fulfilment of the requirements for a Postgraduate degree from the University of Saskatchewan, I agree that the Libraries of this University may make it freely available for inspection. I further agree that permission for copying of this thesis/dissertation in any manner, in whole or in part, for scholarly purposes may be granted by the professor or professors who supervised my thesis/dissertation work or, in their absence, by the Head of the Department or the Dean of the College in which my thesis work was done. It is understood that any copying or publication or use of this thesis/dissertation or parts thereof for financial gain shall not be allowed without my written permission. It is also understood that due recognition shall be given to me and to the University of Saskatchewan in any scholarly use which may be made of any material in my thesis/dissertation. Requests for permission to copy or to make other uses of materials in this thesis/dissertation in whole or part should be addressed to: Head of the Department of History HUMFA Administrative Support Services Room 522, Arts Building University of Saskatchewan 9 Campus Drive Saskatoon, Saskatchewan S7N 5A5 i Abstract On the 19th of May, 1790, the representatives of four First Nations of Detroit and the British Crown signed, each in their own custom, a document ceding 5,440 square kilometers of Aboriginal land to the Crown that spring for £1200 Quebec Currency in goods. -
The Emergence and Decline of the Delaware Indian Nation in Western Pennsylvania and the Ohio Country, 1730--1795
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by The Research Repository @ WVU (West Virginia University) Graduate Theses, Dissertations, and Problem Reports 2005 The emergence and decline of the Delaware Indian nation in western Pennsylvania and the Ohio country, 1730--1795 Richard S. Grimes West Virginia University Follow this and additional works at: https://researchrepository.wvu.edu/etd Recommended Citation Grimes, Richard S., "The emergence and decline of the Delaware Indian nation in western Pennsylvania and the Ohio country, 1730--1795" (2005). Graduate Theses, Dissertations, and Problem Reports. 4150. https://researchrepository.wvu.edu/etd/4150 This Dissertation is protected by copyright and/or related rights. It has been brought to you by the The Research Repository @ WVU with permission from the rights-holder(s). You are free to use this Dissertation in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you must obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/ or on the work itself. This Dissertation has been accepted for inclusion in WVU Graduate Theses, Dissertations, and Problem Reports collection by an authorized administrator of The Research Repository @ WVU. For more information, please contact [email protected]. The Emergence and Decline of the Delaware Indian Nation in Western Pennsylvania and the Ohio Country, 1730-1795 Richard S. Grimes Dissertation submitted to the Eberly College of Arts and Sciences at West Virginia University in partial fulfillment of the requirements for the degree of Doctor of Philosophy in History Mary Lou Lustig, Ph.D., Chair Kenneth A. -
KIRBY BROWN Department of English 1286 University of Oregon Eugene, OR 97403 (541) 346-5819 / [email protected] Curriculum Vita
KIRBY BROWN Department of English 1286 University of Oregon Eugene, OR 97403 (541) 346-5819 / [email protected] Curriculum Vitae Education University of Texas at Austin, Ph.D., English, 2012 University of Texas at San Antonio, M.A., English, 2005 University of Texas at Austin, B.A., Biology, 1998 Employment Associate Professor of English, University of Oregon, 2018-present. Assistant Professor of English, University of Oregon, 2011-2018. Graduate Editorial Assistant, Studies in American Indian Literatures, University of Texas at Austin, 2008-09, 2010-11. Graduate Assistant Instructor, University of Texas at Austin, 2009-10. Graduate Assistant Instructor, University of Texas at San Antonio, 2004, 2006-07. Graduate Research Assistant, Norton Anthology of American Literature, 1865-1915, University of Texas at San Antonio, 2005-2006. Publications Monograph Stoking the Fire: Nationhood in Cherokee Writing, 1907-1970. American Indian Literature and Critical Studies Series. University of Oklahoma Press, 2018. • Winner of the Thomas J. Lyon Award for Best Monograph in Western American Literary Studies by the Western Literature Association. Peer Reviewed Articles “Sovereignty.” Journal of Western American Literature. Special Issue: On the Occasion of the 50th Anniversary. 53.1 (May 2018): 81-89. “American Indian Modernities and the New Modernist Studies’ ‘Indian Problem.’” Texas Studies in Language and Literature. 59.3 (Fall 2017): 287-318. “Citizenship, Land & Law: Constitutional Criticism and John Milton Oskison's Black Jack Davy.” Studies in American Indian Literatures 23.4: (Winter 2011): 77-115. “‘Since I was given a name by the kind Fathers I take more pride in myself’: Historical Recovery, Colonial Mimicry, and Thoughts on Disappearing Indians in Elena Zamora O'Shea's El Mesquite.” Nakum Journal 1.1 (December 2010): 11-37. -
Blue Jacket & Daniel Boone
Social Studies Music More Reading and Research How is History made? Troll Associates Interview family and local community Listen to music made by Pocahontas, Pontiac, Sacajawea Tecumseh members. Record the results. 3.1 the slaves, the French, the Eckert, Alan W. Blue Jacket; The Frontiersman. SS2.1.1, SS .2.1.2 English, the Indians, and Locate important details about a topic using sources such Compare why the French and the settlers. How does the as books, magazines, newspapers, & the internet. the English came to the Frontier. 4.1 music reflect the people? 4.1, SS 5.1.3, AH 1.2.31 SS.5.2.1, SS.5.3.5 Draw distinctions between fact and opinion. 4.2, SS 5.1.1 What effect does the French & Indian Write your own songs. Understand the meaning of main ideas and supporting War have on our lives today? Put words to tunes like details. 4.3 (Language) "Yankee Doodle." AH 1.1.2 Choose a topic for research, based on a list of questions, Which of today's headlines will have Perform your songs for the or area of interest. 3+4.2 such a long effect? 3.1, ss5.1.2, AH 3.232 community. Record them. Movement BLUE JACKET & DAN'L BOONE Maps & Measurement Learn a Native American, THEIR LIVES; THEIR CHOICES! Compare an early map of the area African American, French Understand how history is made. with today's map. 3.1, SS. 4.1.1 +2 AH3.1.311 Map your room or school. or English dance. -
LENAPE VILLAGES of DELAWARE COUNTY By: Chris Flook
LENAPE VILLAGES OF DELAWARE COUNTY By: Chris Flook After the signing of the Treaty of Greenville in 1795, many bands of Lenape (Delaware) Native Americans found themselves without a place to live. During the previous 200 years, the Lenape had been pushed west from their ancestral homelands in what we now call the Hudson and Delaware river valleys first into the Pennsylvania Colony in the mid1700s and then into the Ohio Country around the time of the American Revolution. After the Revolution, many Natives living in what the new American government quickly carved out to be the Northwest Territory, were alarmed of the growing encroachment from white settlers. In response, numerous Native groups across the territory formed the pantribal Western Confederacy in an attempt to block white settlement and to retain Native territory. The Western Confederacy consisted of warriors from approximately forty different tribes, although in many cases, an entire tribe wasn’t involved, demonstrating the complexity and decentralized nature of Native American political alliances at this time. Several war chiefs led the Western Confederacy’s military efforts including the Miami chief Mihšihkinaahkwa (Little Turtle), the Shawnee chief Weyapiersenwah (Blue Jacket), the Ottawa chief Egushawa, and the Lenape chief Buckongahelas. The Western Confederacy delivered a series of stunning victories over American forces in 1790 and 1791 including the defeat of Colonel Hardin’s forces at the Battle of Heller’s Corner on October 19, 1790; Hartshorn’s Defeat on the following day; and the Battle of Pumpkin Fields on October 21. On November 4 1791, the forces of the territorial governor General Arthur St. -
A War All Our Own: American Rangers and the Emergence of the American Martial Culture
A War All Our Own: American Rangers and the Emergence of the American Martial Culture by James Sandy, M.A. A Dissertation In HISTORY Submitted to the Graduate Faculty of Texas Tech University in Partial Fulfillment of the Requirements for the Degree of DOCTORATE IN PHILOSOPHY Approved Dr. John R. Milam Chair of Committee Dr. Laura Calkins Dr. Barton Myers Dr. Aliza Wong Mark Sheridan, PhD. Dean of the Graduate School May, 2016 Copyright 2016, James Sandy Texas Tech University, James A. Sandy, May 2016 Acknowledgments This work would not have been possible without the constant encouragement and tutelage of my committee. They provided the inspiration for me to start this project, and guided me along the way as I slowly molded a very raw idea into the finished product here. Dr. Laura Calkins witnessed the birth of this project in my very first graduate class and has assisted me along every step of the way from raw idea to thesis to completed dissertation. Dr. Calkins has been and will continue to be invaluable mentor and friend throughout my career. Dr. Aliza Wong expanded my mind and horizons during a summer session course on Cultural Theory, which inspired a great deal of the theoretical framework of this work. As a co-chair of my committee, Dr. Barton Myers pushed both the project and myself further and harder than anyone else. The vast scope that this work encompasses proved to be my biggest challenge, but has come out as this works’ greatest strength and defining characteristic. I cannot thank Dr. Myers enough for pushing me out of my comfort zone, and for always providing the firmest yet most encouraging feedback.