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What Happened Till the First Supply
W H A T H A P P E N E D T I L L T H E F I R S T S U P P L Y from T H E G E N E R A L H I S T O R Y O F V I R G I N I A 1 6 0 7 – 1 6 1 4 ––––––––––––––––––––––––– John Smith –––––––––––––––––––––––– In May 1607, three boatloads of English settlers sponsored by the Virginia Company of London anchored near the swampy shores of Chesapeake Bay. Among these 104 men and boys were aristocrats and craftspeople, but few farmers or others with skills crucial to survive in the wilderness. Captain John Smith, a leader among these earliest Jamestown settlers, held an interest in the London Company. Smith was an aggressive self-promoter who wrote and published a history of the Virginia colony in 1624. T H I N K T H R O U G H H I S T O R Y : Distinguishing Fact from Opinion At what points does Smith rely on facts, and at what points does he appear to offer more opinion than fact? Does this evaluation affect the value of this text as a historical document? Why or why not? –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– [June 1607–January 1608] Being thus left to our fortunes, it fortuned that within ten days scarce ten amongst us could either go or well stand, such extreme weakness and sickness oppressed us. And thereat none need marvel, if they consider the cause and reason, which was this. Whilst the trading ships stayed, our allowance was somewhat bettered by a daily proportion of biscuit, which the sailors would pilfer to sell, give, or exchange with us for money, sassafras, furs, or love. -
Where Have All the Indians Gone? Native American Eastern Seaboard Dispersal, Genealogy and DNA in Relation to Sir Walter Raleigh’S Lost Colony of Roanoke
Where Have All the Indians Gone? Native American Eastern Seaboard Dispersal, Genealogy and DNA in Relation to Sir Walter Raleigh’s Lost Colony of Roanoke. Roberta Estes Copyright 2009, all rights reserved, submitted for publication [email protected] or [email protected] Abstract Within genealogy circles, family stories of Native American1 heritage exist in many families whose American ancestry is rooted in Colonial America and traverses Appalachia. The task of finding these ancestors either genealogically or using genetic genealogy is challenging. With the advent of DNA testing, surname and other special interest projects2, tools now exist to facilitate grouping participants in a way that allows one to view populations in historical fashions. This paper references and uses data from several of these public projects, but particularly the Melungeon, Lumbee, Waccamaw, North Carolina Roots and Lost Colony projects3. The Lumbee have long claimed descent from the Lost Colony via their oral history4. The Lumbee DNA Project shows significantly less Native American ancestry than would be expected with 96% European or African Y chromosomal DNA. The Melungeons, long held to be mixed European, African and Native show only one ancestral family with Native DNA5. Clearly more testing would be advantageous in all of these projects. This phenomenon is not limited to these groups, and has been reported by other researchers such as Bolnick (et al, 2006) where she reports finding in 16 Native American populations with northeast or southeast roots that 47% of the families who believe themselves to be full blooded or no less than 75% Native with no paternal European admixture find themselves carrying European or African y-line DNA. -
Route 10 (Bermuda Triangle Road to Meadowville Road) Widening Project VDOT Project Number 0010-020-632, (UPC #101020) (VDHR File No
Route 10 (Bermuda Triangle Road to Meadowville Road) Widening Project VDOT Project Number 0010-020-632, (UPC #101020) (VDHR File No. 1995-2174) Phase I Architectural Identification Survey Chesterfield County, Virginia Phase I Archaeological Identification Survey for the Route 10 Project (Bermuda Triangle to Meadowville) Chesterfield County, Virginia VDOT Project No. 0010-020-632, UPC #101020 Prepared for: Prepared for: Richmond District Department of Transportation 2430VDOT Pine Richmond Forest Drive District Department of Transportation 9800 Government Center Parkway Colonial2430 Heights, Pine Forest VA Drive23834 9800 Government Center Parkway Chesterfield, Virginia 23832 Colonial804 Heights,-524-6000 Virginia 23834 Chesterfield, VA 23832 804-748-1037 Prepared by: March 2013 Prepared by: McCormick Taylor, Inc. North Shore Commons A 4951 McCormickLake Brook Drive, Taylor Suite 275 NorthGlen ShoreAllen, VirginiaCommons 23060 A 4951 Lake Brook Drive, Suite 275 Glen Allen, VA 23060 May 2013 804-762-5800 May 2013 Route 10 (Bermuda Triangle Road to Meadowville Road) Widening Project VDOT Project Number 0010-020-632, (UPC #101020) (VDHR File No. 1995-2174) Phase I Architectural Identification Survey Phase I ArchaeologicalChesterfield County,Identification Virginia Survey for the Route 10 Project (Bermuda Triangle to Meadowville) Chesterfield County, Virginia VDOT Project No. 0010-020-632, UPC #101020 Prepared for: Prepared for: Richmond District Department of Transportation 2430VDOT Pine Richmond Forest Drive District Department of Transportation 9800 Government Center Parkway Colonial2430 Heights, Pine Forest VA Drive23834 9800 Government Center Parkway Chesterfield, Virginia 23832 Colonial804 Heights,-524-6000 Virginia 23834 Chesterfield, VA 23832 804-748-1037 Prepared by: March 2013 Prepared by: McCormick Taylor NorthMcCormick Shore Commons Taylor, Inc. -
TRABAJO DE FINAL DE GRADO EN TRADUCCIÓN E INTERPRETACIÓN TREBALL DE FI DE GRAU EN TRADUCCIÓ I INTERPRETACIÓ Departament De Traducció I Comunicació
TRABAJO DE FINAL DE GRADO EN TRADUCCIÓN E INTERPRETACIÓN TREBALL DE FI DE GRAU EN TRADUCCIÓ I INTERPRETACIÓ Departament de Traducció i Comunicació TÍTULO LA FUNCIÓN DE DOS MUJERES INTÉRPRETES EN LA COLONIZACIÓN EUROPEA DE AMÉRICA: MALINCHE Y POCAHONTAS Autora: Marina García-Granero García-Consuegra Tutora: Dora Sales Salvador Fecha de lectura: junio 2021 Resumen: Desde casi el comienzo de nuestros tiempos, existieron personas que desempeñaron la labor de mediar entre diferentes pueblos y culturas durante siglos. La colonización europea de América puso de relieve la necesidad imperiosa de la figura de la mediadora intercultural como pieza clave de la construcción de la historia, cultura e identidad del Nuevo Mundo. Esta impresionante labor lingüística e intermediaria es lo que me ha llevado a dedicar mi TFG a dos valientes mujeres intérpretes que marcarían un antes y un después en la historia del continente americano y sus relaciones con Europa: Malinalli y Matoaka, más conocidas como Malinche y Pocahontas. Los objetivos principales del presente trabajo son introducir la vida y la labor de estas dos mujeres durante la colonización europea de América y que el presente trabajo de investigación sea una aportación a la historia de la interpretación y una forma de contribuir a dar a conocer la huella de las mujeres en la historia de la humanidad. Se describen de forma breve los orígenes, cultura e infancia de ambas figuras para poder comprender mejor el porqué de sus acciones. También se observa en qué consistían los desafíos y la labor de la mediadora cultural entre colonizadores e indígenas y qué ocurre con Malinche y PocahontasPalabras una vez clave finaliza/ Paraules su tarea. -
Virginia Department of Historic Resources, 221 Governor
DOCUMENT RESUME ED 401 204 SO 026 968 TITLE Window on the Past, Threshold to the Future: Virginia Archaeology Month. Teacher's Guide. INSTITUTION Virginia State Dept. of Historic Resources, Richmond. PUB DATE Aug 95 NOTE 73p. AVAILABLE FROMDepartment of Historic Resources, 221 Governor Street, Richmond, VA 23219. PUB TYPE Guides Classroom Use Teaching Guides (For Teacher) (052) EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS Ancient History; *Anthropology; *Archaeology; Elementary Secondary Education; Folk Culture; *Heritage Education; *Material Culture; Popular Culture; Realia; Social Studies IDENTIFIERS *Virginia (Jamestown) ABSTRACT This teacher's guide provides materials and suggestions for including archaeology in the classroom as a way to develop interdisciplinary lessons and excite curiosity in students. Archaeology can be used to build knowledge and skills in a number of subject areas. The booklet is divided into the following sections: (1) Introduction; (2) "What is Archaeology?"; (3) "More than Meets the Eye";(4) "Tracing the Foot Steps of an Archaeologist"; (5) Suggested Readings;(6) Resource Material;(7) Speakers Directory; and (8) Share Your Activity Ideas. Activities deal with archival research, survey, chronology, artifacts, observation and inference, and preservation. (EH) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. * stititxi o TEACHER'SGUIDE U.S. DEPARTMENT OF EDUCATION Office of Educational Research "PERMISSION TO REPRODUCE THIS and Improvement EDUCATIONAL RESOURCESINFORMATION MATERIAL HAS BEEN GRANTED BY CENTER (ERIC) This document has beenreproduced as received from the personor organization 1,./s17.1--hG.Ruff+ originating it. Minor changes have beenmade to improve reproduction quality. Points of view or opinionsstated in this TO THE EDUCATIONAL RESOURCES document do not necessarilyrepresent official OERI position INFORMATION CENTER (ERIC).- or policy. -
The Absence of America on the Early Modern Stage by Gavin R. Hollis A
The Absence of America on the Early Modern Stage by Gavin R. Hollis A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (English Language and Literature) in The University of Michigan 2008 Doctoral Committee: Professor Valerie J. Traub, Chair Professor Michael C. Schoenfeldt Associate Professor Susan M. Juster Associate Professor Susan Scott Parrish © Gavin Hollis 2008 To my parents ii Acknowledgements In an episode of The Simpsons, Marge urges Bart not to make fun of graduate students because “they’ve just made a terrible life choice.” This may be true, but one of the many advantages of this “life choice” is that I have met, been inspired by, and become firm friends with an array of people on both sides of the pond. The first debt I owe is to my advisors at the University of Michigan, who have seen this project through its many stages of confusion and incoherence. Mike Schoenfeldt, Scotti Parrish, and Sue Juster have been supportive, critical, rigorous, inventive, and excellent company. My biggest debt of gratitude is owed however to Valerie Traub, the chair of my dissertation committee, whose influence on this project and has been, and I hope will continue to be, immense. I’m also indebted to faculty at Trinity Hall, Cambridge and at The Shakespeare Institute who have shaped me as a scholar before I made it these shores. I am especially grateful to Peter Holland, who, it is no exaggeration to say, taught me how to read Shakespeare. Thank you also to John Jowett, Drew Milne, and John Lennard. -
Architectural Reconnaissance Survey, GNSA, SAAM, and BBHW
ARCHITECTURAL RECONNAISSANCE Rͳ11 SURVEY, GNSA, SAAM, AND BBHW SEGMENTS ΈSEGMENTS 15, 16, AND 20Ή D.C. TO RICHMOND SOUTHEAST HIGH SPEED RAIL October 2016 Architectural Reconnaissance Survey for the Washington, D.C. to Richmond, Virginia High Speed Rail Project Greendale to SAY/WAY (GNSA), SAY/WAY to AM Jct (SAAM) and Buckingham Branch/Hospital Wye (BBHW) Segments, Henrico County and City of Richmond Architectural Reconnaissance Survey for the Washington, D.C. to Richmond, Virginia High Speed Rail Project Greendale to SAY/WAY (GNSA), SAY/WAY to AM Jct (SAAM) and Buckingham Branch/Hospital Wye (BBHW) Segments, Henrico County and City of Richmond by Caitlin C. Sylvester and Heather D. Staton Prepared for Virginia Department of Rail and Public Transportation 600 E. Main Street, Suite 2102 Richmond, Virginia 23219 Prepared by DC2RVA Project Team 801 E. Main Street, Suite 1000 Richmond, Virginia 23219 October 2016 October 24, 2016 Kerri S. Barile, Principal Investigator Date ABSTRACT Dovetail Cultural Resource Group (Dovetail), on behalf of the Virginia Department of Rail and Public Transportation (DRPT), conducted a reconnaissance-level architectural survey of the Greendale to SAY/WAY (GNSA), SAY/WAY to AM Jct (SAAM) and Buckingham Branch/ Hospital Wye (BBHW) segments of the Washington, D.C. to Richmond Southeast High Speed Rail (DC2RVA) project. The proposed Project is being completed under the auspices of the Federal Railroad Administration (FRA) in conjunction with DRPT. Because of FRA’s involvement, the undertaking is required to comply with the National Environmental Policy Act (NEPA) and Section 106 of the National Historic Preservation Act of 1966, as amended. -
From the General History of Virginia
%XPLORAtion and the Early Settlers FROM The General HistORy of VIRGINIA READING 6 Understand Historical NarrATIVe by John Smith STRUCTURal patterns and fEATURES Of literARy nonfiction. 8 AnalyzE author’s purpose in culturAL -EET the AUTHOR and historical cONTExts. AnalyzE HOw style, Tone, and dicTION ADVANCe author’s purpose and PERSPECTIVE. 11B TRANSLATE John Smith C. 1580–1631 COMPLEx fACtual, quanTITATIVe, or technical infORMAtion prESENTED The author of one of the earliest works of executed for the deaths of two colonists in maps. RC-11(A) REFLECT on understanding To monitOR American literature continues to inspire on an expedition he led. It also tells us, COMPRehension. widely varied reactions among historians. however, that Jamestown thrived under Called a boastful bully by some and an his command and fell into greed, chaos, early American hero by others, John and starvation after his departure in 1610. Smith created a legend around himself FACT or FICtion? Shortly after arriving that lasts to this day. in Virginia, John Smith was captured GrEAT AdvENTURes At age 16, Smith left by the Powhatan Indians. Smith writes DId You know? England to become a soldier for hire and several times of his 1607 capture and of John Smith . occasional pirate. In 1605, after traveling being brought before the tribe’s leader, to Austria, Turkey, and North Africa, he Powhatan. Only in the final version, the • Coined the name “New England”? returned to England. Smith’s military 1624 General History of Virginia, does experience made him a good leader in the Smith mention his rescue by Powhatan’s • OFFERed To acCOMPANy the Pilgrims—who eyes of the Virginia Company, the group daughter Pocahontas, who would have chose Miles Standish of investors hoping for huge profits from been ten years old at the time. -
The Atlantic World and Virginia, 1550-1624
the atlantic world and virginia, 1550–1624 QW Published for the Omohundro Institute of Early American History and Culture, Williamsburg, Virginia, by the University of North Carolina Press, Chapel Hill The atlantic world and virginia, 1550–1624 edited by peter c. mancall QW The Omohundro Institute of Early American History and Culture is sponsored jointly by the College of William and Mary and the Colonial Williamsburg Foundation. On November 15, 1996, the Institute adopted the present name in honor of a bequest from Malvern H. Omohundro, Jr. © 2007 The University of North Carolina Press All rights reserved Designed by Rich Hendel Set in Monticello type by Tseng Information Systems, Inc. Manufactured in the United States of America Library of Congress Cataloging-in-Publication Data The Atlantic world and Virginia, 1550–1624 / edited by Peter C. Mancall. p. cm. Essays from an international conference entitled The Atlantic world and Virginia, 1550–1624, held in Williamsburg, Va., Mar. 4–7, 2004 Includes bibliographical references and index. isbn-13: 978-0-8078-3159-5 (cloth : alk. paper) isbn-13: 978-0-8078-5848-6 (pbk. : alk. paper) 1. Virginia—History—Colonial period, ca. 1600–1775—Congresses. 2. America—History—To 1810—Congresses. 3. Great Britain—Colonies— America—History—16th century—Congresses. 4. Great Britain—Colonies— America—History—17th century—Congresses. 5. Europe—Colonies—America— History—Congresses. 6. Acculturation—America—History—Congresses. 7. Virginia—Ethnic relations—History—16th century—Congresses. 8. Virginia— Ethnic relations—History—17th century—Congresses. 9. America—Ethnic relations—History—16th century—Congresses. 10 America—Ethnic relations— History—17th century—Congresses. -
None) Building Names Be Landmarks/Locations Combined Name from a White & Black Leader in Civil Rights Movement
# Times Suggested Name Rationale Mascot Suggested 18 (None) building names be landmarks/locations combined name from a white & black leader in civil rights movement do not name school after a person name all schools w/numbers because someone will now be offended by any name name indicating locale of the school name school by location, numbers, but not people name schools after geographical area in which they reside pick a generic name that will bring peace & unity, not a historical name refrain from naming after a person, but choose a name that does not cause undo distraction but empowers all to focus on education start naming schools after things other than people this is a waste of money to taxpayers and unnecessary - schools have been integrated - this issue was solved years ago 1 A Number 1 Adele Goodman Clarke Va. suffragist and artist 2 Alice Jackson Stuart Richmonder and advocate for education Attended VUU 1 Alicia Rasin late Richmond advocate for peace 1626 Alysia C. Burton Byrd alumni who lost her life on 9/11 Petition submitted – 100 signatures her name is the right choice & will serve students well into the future name suggested by Alysia's husband to honor friend & classmate and to give her family a positive association with her name instead of tragedy Petition submitted – 1,506 signatures 1 American Flag 1 Ann Spencer African-American Harlem Renaissance Poet in 20th century 1 Anything Goes 1 Arrohattoc Indian tribe who predates any English settlement 2 Arthur Ashe 1 Bach after an achiever in science, math or art 13 Barack H. -
Captain John Smith Chesapeake National Historic Water Trail Statement of National Significance
CAPTAIN JOHN SMITH CHESAPEAKE NATIONAL HISTORIC WATER TRAIL STATEMENT OF NATIONAL SIGNIFICANCE John S. Salmon, Project Historian 1. Introduction and Findings This report evaluates the national significance of the trail known as the Captain John Smith Chesapeake National Historic Water Trail, which incorporates those parts of the Chesapeake Bay and its tributaries that Smith explored primarily on two voyages in 1608. The study area includes parts of four states—Virginia, Maryland, Delaware, and Pennsylvania—and the District of Columbia. Two bills introduced in the United States Congress (entitled the Captain John Smith Chesapeake National Historic Watertrail Study Act of 2005) authorized the Secretary of the Interior to “carry out a study of the feasibility of designating the Captain John Smith Chesapeake National Historic Watertrail as a national historic trail.” Senator Paul S. Sarbanes (Maryland) introduced S.B. 336 on February 9, 2005, and Senators George Allen (Virginia), Joseph R. Biden, Jr. (Delaware), Barbara A. Mikulski (Maryland), and John Warner (Virginia) cosponsored it. The bill was referred to the Committee on Energy and Natural Resources Subcommittee on National Parks on April 28. On May 24, 2005, Representative Jo Ann Davis (Virginia) introduced H.R. 2588 in the House of Representatives, and 19 other Representatives from the four relevant states signed on as cosponsors. The bill, which is identical to Senate Bill 336, was referred to the House Committee on Resources on May 24, and to the Subcommittee on National Parks on May 31. On August 2, 2005, President George W. Bush authorized the National Park Service to study the feasibility of establishing the Captain John Smith Chesapeake National Historic Water Trail as part of the FY 2006 Interior, Environment and Related Agencies Appropriations Act. -
Architectural Reconnaissance Survey, ELGN Segment
ARCHITECTURAL RECONNAISSANCE Rͳ10 SURVEY, ELGN SEGMENT ΈSEGMENT 14Ή D.C. TO RICHMOND SOUTHEAST HIGH SPEED RAIL August 2016 Architectural Reconnaissance Survey for the Washington, D.C. to Richmond, Virginia High Speed Rail Project Elmont to Greendale (ELGN) Segment, Hanover and Henrico Counties Architectural Reconnaissance Survey for the Washington, D.C. to Richmond, Virginia High Speed Rail Project Elmont to Greendale (ELGN) Segment, Hanover and Henrico Counties by Adriana T. Lesiuk and M. Chris Manning Prepared for Virginia Department of Rail and Public Transportation 600 E. Main Street, Suite 2102 Richmond, Virginia 23219 Prepared by DC2RVA Project Team 801 E. Main Street, Suite 1000 Richmond, Virginia 23219 August 2016 Kerri S. Barile, Principal Investigator August 2016 ABSTRACT Dovetail Cultural Resource Group (Dovetail), on behalf of the Virginia Department of Rail and Public Transportation (DRPT), conducted a reconnaissance-level architectural survey of the Elmont to Greendale (ELGN) segment of the Washington, D.C. to Richmond Southeast High Speed Rail (DC2RVA) Project. The proposed Project is being completed under the auspices of the Federal Railroad Administration (FRA) in conjunction with DRPT. Because of FRA’s involvement, the undertaking is required to comply with the National Environmental Policy Act (NEPA) and Section 106 of the National Historic Preservation Act of 1966, as amended. The Project is being completed as Virginia Department of Historic Resources (DHR) File Review #2014-0666. The DC2RVA corridor is divided into 22 segments and this document focuses on the ELGN segment only. This report includes background data that will place each recorded resource within context and the results of fieldwork and National Register of Historic Places (NRHP) evaluations for all architectural resources identified within the ELGN segment.