Middletown Riverfront Redevelopment Commission Final Report
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(King Philip's War), 1675-1676 Dissertation Presented in Partial
Connecticut Unscathed: Victory in The Great Narragansett War (King Philip’s War), 1675-1676 Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Major Jason W. Warren, M.A. Graduate Program in History The Ohio State University 2011 Dissertation Committee: John F. Guilmartin Jr., Advisor Alan Gallay, Kristen Gremillion Peter Mansoor, Geoffrey Parker Copyright by Jason W. Warren 2011 Abstract King Philip’s War (1675-1676) was one of the bloodiest per capita in American history. Although hostile native groups damaged much of New England, Connecticut emerged unscathed from the conflict. Connecticut’s role has been obscured by historians’ focus on the disasters in the other colonies as well as a misplaced emphasis on “King Philip,” a chief sachem of the Wampanoag groups. Although Philip formed the initial hostile coalition and served as an important leader, he was later overshadowed by other sachems of stronger native groups such as the Narragansetts. Viewing the conflict through the lens of a ‘Great Narragansett War’ brings Connecticut’s role more clearly into focus, and indeed enables a more accurate narrative for the conflict. Connecticut achieved success where other colonies failed by establishing a policy of moderation towards the native groups living within its borders. This relationship set the stage for successful military operations. Local native groups, whether allied or neutral did not assist hostile Indians, denying them the critical intelligence necessary to coordinate attacks on Connecticut towns. The English colonists convinced allied Mohegan, Pequot, and Western Niantic warriors to support their military operations, giving Connecticut forces a decisive advantage in the field. -
A Brief History of Native Americans in Essex, Connecticut
A Brief History of Native Americans in Essex, Connecticut by Verena Harfst, Essex Table of Contents Special Thanks and an Appeal to the Community 3 - 4 Introduction 5 The Paleo-Indian Period 6 - 7 The Archaic Period 7 - 10 The Woodland Period 11 – 12 Algonquians Settle Connecticut 12 - 14 Thousands of Years of Native American Presence in Essex 15 - 19 Native American Life in the Essex Area Shortly Before European Arrival 19 - 23 Arrival of the Dutch and the English 23 - 25 Conflict and Defeat 25 - 28 The Fate of the Nihantic 28 - 31 Postscript 31 Footnotes 31 - 37 2 Special Thanks and an Appeal to the Community This article contributes to an ongoing project of the Essex Historical Society (EHS) and the Essex Land Trust to celebrate the history of the Falls River in south central Connecticut. This modest but lovely watercourse connects the three communities comprising the Town of Essex, wending its way through Ivoryton, Centerbrook and Essex Village, where it flows into North Cove and ultimately the main channel of the Connecticut River a few miles above Long Island Sound. Coined “Follow the Falls”, the project is being conducted largely by volunteers devoted to their beautiful town and committed to helping the Essex Historical Society and the Essex Land Trust achieve their missions. This article by a local resident focuses on the history of the Indigenous People of Essex. The article is based on interviews the author conducted with a number of archaeologists and historians as well as reviews of written materials readily accessible on the history of Native Americans in New England. -
History of Rocky Hill: 1650 - 2018 Robert Campbell Herron October 2017
History of Rocky Hill: 1650 - 2018 Robert Campbell Herron October 2017 Bring Us Your History ........................................................................................................ 4 Acknowledgements ............................................................................................................. 4 Origins: 250,000,000 BCE to 1730 CE .............................................................................. 4 Dinosaurs ........................................................................................................................ 4 Pre-European History...................................................................................................... 5 The Europeans Arrive ..................................................................................................... 5 The Settlement of the Town ............................................................................................ 6 Maritime Rocky Hill ........................................................................................................... 6 The Ferry ......................................................................................................................... 7 The River and Seafaring ................................................................................................. 7 Rocky Hill and Slavery ..................................................................................................... 10 Slaves in Rocky Hill .................................................................................................... -
The Pequot War
The Pequot War The Native Americans and the English settlers were on a collision course. In the early 1600s, more than 8,000 Pequots lived in southeastern Connecticut. They traded with the Dutch. The Pequots controlled the fur and wampum trade. Their strong leaders and communities controlled tribes across southern New England. It was a peaceful time between 1611 and 1633. But all was not well. Contact with Europeans during this period brought a deadly disease. Smallpox killed half of the Pequots by 1635. The English arrived in 1633. The English wanted to trade with the Native Americans, too. The Dutch and Pequots tried to stay in control of all trade. This led to misunderstanding, conflict, and violence. In the summer of 1634, a Virginia trader and his crew sailed up the Connecticut River. They took captive several Pequots as guides. It’s not clear what happened or why, but the Virginia trader and crew were killed. The English wanted the Pequots punished for the crime. They attacked and burned a Pequot village on the Thames River and killed several Pequots. The Pequots fought back. All winter and spring of 1637 the Pequot attacked anyone who left the English fort at Saybrook Point. They destroyed food and supplies. They stopped any boats from sailing up the river to Windsor, Wethersfield, and Hartford. More than 20 English soldiers were killed. © Connecticut Explored Inc. Massachusetts sent 20 soldiers to help the English soldiers at Saybrook Point. Then the Pequots attacked Wethersfield. They killed nine men and two women and captured two girls. -
Teacher's Guide – First Inquiry
dawnland TEACHER’S GUIDE – FIRST INQUIRY BY DR. MISHY LESSER A DOCUMENTARY ABOUT CULTURAL SURVIVAL AND STOLEN CHILDREN BY ADAM MAZO AND BEN PENDER-CUDLIP COPYRIGHT © 2019 MISHY LESSER AND UPSTANDER FILMS, INC. ALL RIGHTS RESERVED BOSTON, MASSACHUSETTS DAWNLAND TEACHER’S GUIDE TABLE OF CONTENTS A. INTRODUCTION ..............................................................................................................................................3 B. PREPARING TO TEACH DAWNLAND .................................................................................................................17 C. THE COMPELLING QUESTION TO SUPPORT INQUIRY .........................................................................................22 D. FIRST INQUIRY: FROM TURTLE ISLAND TO THE AMERICAS ...................................................................................24 The First Inquiry spans millennia, beginning tens of thousands of years ago and ending in the eighteenth century with scalp proclamations that targeted Native people for elimination. Many important moments, events, documents, sources, and voices were left out of the lessons you are about to read because they can be accessed elsewhere. We encourage teachers to consult and use the excellent resources developed by Tribal educators, such as: • Since Time Immemorial: Tribal Sovereignty in Washington State • Indian Education for All (Montana) • Haudenosaunee Guide for Educators Lesson 1: The peopling of Turtle Island ............................................................................................................... -
Native Americans in Middletown, Part II: Who Called It ‘Home’ Before Our ‘First Settlers’?
N FIRST S OW ETT T LE LE R D S D I D E M S C f E o N Y D T A E N I C e T S M O S id NEWSLETTER of hethe SOCIETY of MIDDLETOWN FIRST SETTLERS DESCENDANTS CONNECTICUT, U.S.A. 1650-1700 Vol. 10, No. 2 www.rootsweb.ancestry.com/~ctsmfsd/Index.html Fall 2010 A SUMMARY OF RESEARCH Native Americans in Middletown, Part II: Who called it ‘home’ before our ‘First Settlers’? At left is an illustration By R.W. Bacon published in 1846 that Editor, The Middler depicts a missionary addressing a group of of The feature article in this issue of a Native Americans in The Middler is Part II of “Native Connecticut. In 1734, Americans in Middletown: Who called Richard Treat (1694- 1759), a Yale-educated it ‘home’ before our ‘First Settlers.’” minister, was repeatedly The two-part series was prompted by frustrated in his six- the 2009 passage of SMFSD bylaws month effort to introduce that extend membership eligibility to Christianity to the Wangunk Indians of descendants of any Native Americans Middletown. His or African-Americans documented in experience, related in Middletown before 1700. John W. DeForest’s History of the Indians in Part I appeared in the spring 2010 Connecticut, is summa- issue, and summarized the identifica- rized on page 6. tion of the indigenous tribes, the early European contact, the settlement of Genealogy was just one of many facets of Middletown on both sides of the Connecticut River, the “Indian Deed” Godfrey Library founder Fremont Rider of 1672, and the decline/departure of the Native American population. -
Wethersfield Heritage Walk
Welcome To Welcome Wethersfield to the Wethersfield The Wethersfield Heritage Walk is a three mile long, self-guided tour consisting of a Heritage Walk series of twenty-two interpretive markers that highlight points of historical significance throughout Old Wethersfield. The Wethersfield Heritage Walk Our town has a rich cultural, historical We cordially and architectural was developed through invite you heritage stretch- a partnership between the to explore our ing back over four Town of Wethersfield, centuries. Wethersfield Historical Society, New England As you walk, run, drive or bike along the Webb-Deane-Stevens Museum, heritage. our streets you can the Wethersfield Tourism Commission learn the intriguing Cove Warehouse and many interested residents. stories of the native Visit historic homes, American Wangunks, early settlers, farmers, The project was also assisted by grants museums, shops and ship builders, sea captains, slaves, soldiers, from Connecticut Humanities and places of interest seed merchants, onion maidens, patriots, the Hartford Foundation for Public Giving. diplomats, prisoners, home builders as you stroll through and preservationists. You will observe the growth and change of Connecticut’s largest our community from a frontier settlement to historic district. a bustling colonial port, a thriving agricultural village, a growing suburb and now a leader in historic preservation. Use this map There is a small map on each of the markers to help you along the way. to guide you to Enjoy our town’s grand history and its role in these places the story of America. where history lives. For more information visit our town website: www.wethersfieldct.com 1. Keepers of History: (222 Main St.) 13. -
Wangunk Ethnohistory: a Case Study of a Connecticut River Indian Community
W&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects 2001 Wangunk Ethnohistory: A Case Study of a Connecticut River Indian Community Timothy Howlett Ives College of William & Mary - Arts & Sciences Follow this and additional works at: https://scholarworks.wm.edu/etd Part of the Indigenous Studies Commons, and the United States History Commons Recommended Citation Ives, Timothy Howlett, "Wangunk Ethnohistory: A Case Study of a Connecticut River Indian Community" (2001). Dissertations, Theses, and Masters Projects. Paper 1539626299. https://dx.doi.org/doi:10.21220/s2-xcrv-vp43 This Thesis is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Dissertations, Theses, and Masters Projects by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. WANGUNK ETHNOfflSTORY: A CASE STUDY OF A CONNECTICUT RIVER INDIAN COMMUNITY A Thesis Presented to The Faculty of the Department of Anthropology The College of William and Mary in Virginia In Partial Fulfillment Of the Requirements for the Degree of Master of Arts by Timothy Howlett Ives 2001 APPROVAL SHEET This thesis is submitted in partial fulfillment of the requirements for the degree of Master of Arts Author Approved, April 2001 Kartiim- Y- /°fl*9d<rv- Kathleen J. Bragdon Norman F. Barka Marley'jL Brown III TABLE OF CONTENTS Page ACKNOWLEDGEMENTS vi ABSTRACT vii CHAPTER 1-GENERAL INTRODUCTION 2 CHAPTER 2-TRADE, WARFARE, AND COLONIZATION, CA. 1600-1645 10 2.1 The Sequins and the Fur Trade 10 2.2 The Smallpox Pandemic and English Colonization 15 2.3 Early Troubles at Wethersfield 17 2.4 War and Fear in the Connecticut Colony 19 CHAPTER 3-COLONIAL EXPANSION AND EROSION OF LOCAL NATIVE POWER, CA. -
Protected Open Space Middletown, Connecticut
l T r i P T o D a y r un w D d e a 9 C amilton 91 Cromwell B ub R llen v W H d l C i el n r o olf s ur d 372 f n d G a F t f t e o L Middle School R o T n u D e ir Wangunk Meadows er i r c F r R h c i s t l d r o l r a d e y k s a l l t i R O C K Y m Goodrich Heights A t o e u Meshomasic D r n g H R c m o y R n Meshomasic H t d s a a u a Wildlife Area a W Lions 91 o r i r L e 91 M S r r o k e g r 9 r R d t State Forest i n T o e t v D L n ewo T Unknown f s e M Cromwell r Edg T i State Forest a e s r e l Fairgrounds M y r e a ro r o a l t R n t d C M 9 D Middle a n d R s S L Cn s d l H I L L r e r l R l a e a o S 9 a e Edgewood Country Club Pond t C e y y School M n d m n p D i R P o Spruce Brook o n Unknown l Millanes Pond Mine Brook R t 9 u u r S 91 ee 9 d t r J 91 G Shanley Ct R C R s n Meshomasic ll 9 y arm tree L i d W y F pple d Pl w le A Meshomasic h W n a r W Unknown ense d Te P a v E H e 9 R o r State Forest v 91 l o o o n h e ook Ct State Forest O Exit o o d Rd t w Overl O t 91 u oo n r d d w a v Webster ld e d t i t l e 9 o s W H s Wangunk Meadows 20S T r r l D G R i S e h i i aur N L d Exit r d c i r Woodside l l e l Park e k i l r e Meshomasic D D e o Wildlife Area 91 20N S Intermediate H C t R r t n l Ln n ool S G L a R rk Pl y u a n ch r 91 y t P S o a R r d Exit 21 ss ill d e rs L L State Forest 9 d y r y n a D H s School o W m a r t rson ark r u n Meshomasic e l t R s att B C M C r P e N o Ci m g u d t o rt oo o p r S t t hw r c Berlin a d c ee e B b u 9 m State Forest n R S D r r A i C B y v n o High d 9 c n e r o o D -
Native American Sourcebook: a Teacher's Resource on New England Native Peoples. INSTITUTION Concord Museum, MA
DOCUMENT RESUME ED 406 321 SO 028 033 AUTHOR Robinson, Barbara TITLE Native American Sourcebook: A Teacher's Resource on New England Native Peoples. INSTITUTION Concord Museum, MA. PUB DATE 88 NOTE 238p. AVAILABLE FROMConcord Museum, 200 Lexington Road, Concord, MA 01742 ($16 plus $4.95 shipping and handling). PUB TYPE Guides Classroom Use Teaching Guides (For Teacher)(052) EDRS PRICE MF01/PC10 Plus Postage. DESCRIPTORS *American Indian Culture; American Indian History; *American Indian Studies; *Archaeology; Cultural Background; Cultural Context; *Cultural Education; Elementary Secondary Education; Instructional Materials; Social Studies; Units of Study IDENTIFIERS *Algonquin (Tribe); Concord River Basin; Native Americans; *New England ABSTRACT A major aim of this source book is to provide a basic historical perspective on the Native American cultures of New England and promote a sensitive understanding of contemporary American Indian peoples. An emphasis is upon cultures which originated and/or are presently existent in the Concord River Basin. Locally found artifacts are used in the reconstruction of past life ways. This archaeological study is presented side by side with current concerns of New England Native Americans. The sourcebook is organized in six curriculum units, which include:(1) "Archaeology: People and the Land";(2) "Archaeology: Methods and Discoveries";(3) "Cultural Lifeways: Basic Needs";(4) "Cultural Lifeways: Basic Relationships"; (5) "Cultural Lifeways: Creative Expression"; and (6) "Cultural Lifeways: Native Americans Today." Background information, activities, and references are provided for each unit. Many of the lessons are written out step-by-step, but ideas and references also allow for creative adaptations. A list of material sources, resource organizations and individuals, and an index conclude the book. -
Pre-Colonial History of the Wangunk
Pre-colonial History of the Wangunk Lucianne Lavin, Ph.D. Institute for American Indian Studies Presented at the panel event “Indigenous Middletown: Settler Colonial and Wangunk Tribal History” December 5, 2015 at Wesleyan University, Middletown, Connecticut I have been tasked to discuss the pre-colonial Wangunk community. The term “pre-colonial” is a most appropriate replacement for the more commonly used term “prehistoric”. Almost every indigenous person I know dislikes the word “prehistoric”, as it implies that there was no history prior to the advent of Europeans with their written language. That, of course, is untrue, because Native American New Englanders have a very deep history that was chronicled in their oral traditions. This deep history also has been confirmed by archaeological investigations. In Connecticut, the earliest known archaeology site is the Paleo-Indian Templeton site, located in Washington, CT and radiocarbon-dated to 10,200 years ago. Its signature artifact is a fluted stone spear point (Moeller 1980; Lavin 2013). Archaeological surveys have uncovered hundreds of Native American sites in Connecticut. Many of them were located in the Connecticut River Valley, which was the center of the Wangunk homelands (Office of State Archaeology ND). Over a dozen Paleo-Indian fluted points have been recovered from sites within these Wangunk homelands (Bouchard 2014). Additionally, radiocarbon dates from other sites indicate that the homelands were continuously occupied from the earliest known, Paleo-Indian period to the final Woodland period, the last cultural period before European contact (e.g., see Lavin 2013). Post- colonial Wangunk communities are frequently mentioned in the Public Records of Connecticut and various town records, as well as other European documents. -
MOHICAN SEMINAR 3 Sitting for a Portrait in 1735, Tishcohan, a Delaware Chief, Wore a Deco- Rated Tobacco Pouch Made of Flying Squirrel Skin, a Symbol of Flight
MOHICAN SEMINAR 3 Sitting for a portrait in 1735, Tishcohan, a Delaware chief, wore a deco- rated tobacco pouch made of flying squirrel skin, a symbol of flight. In the pouch, he carried a ceremonial pipe. Only a few years later, he and other tribal members in Pennsylvania’s Lehigh Valley were cheated out of their land through an elaborate scheme called the “Walking Pur- chase,” perpetrated by the sons of William Penn. Changes in Native American clothing are discussed in Chapter 7. (Painting by Gustavus Hesselius. Courtesy of the Historical Society of Pennsylvania Collection, the Atwater Kent Museum of Phildelphia.) MOHICAN SEMINAR 3 The Journey–An Algonquian Peoples Seminar Edited by Shirley W. Dunn New York State Museum Bulletin 511 2009 The University of the State of New York The State Education Department Albany, New York 12230 www.nysed.gov THE UNIVERSITY OF THE STATE OF NEW YORK Regents of The University ROBERT M. BENNETT, Chancellor, B.A., M.S. Tonawanda MERRYL H. TISCH, Vice Chancellor, B.A., M.A. Ed.D. New York SAUL B. COHEN, B.A., M.A., Ph.D. New Rochelle JAMES C. DAWSON, A.A., B.A., M.S., Ph.D. Peru ANTHONY S. BOTTAR, B.A., J.D. Syracuse GERALDINE D. CHAPEY, B.A., M.A., Ed.D. Belle Harbor ARNOLD B. GARDNER, B.A., LL.B. Buffalo HARRY PHILLIPS, 3rd, B.A., M.S.F.S. Hartsdale JOSEPH E. BOWMAN,JR., B.A., M.L.S., M.A., M.Ed., Ed.D. Albany JAMES R. TALLON,JR., B.A., M.A. Binghamton MILTON L.