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Han Van Meegeren and His Portraits of Theo Van Der Pas and Jopie Breemer
HAN VAN MEEGEREN AND HIS PORTRAITS OF THEO VAN DER PAS AND JOPIE BREEMER “De wereld zou beter zijn als alle mensen hun eigen ritme verstonden en het in harmonie konden brengen met dat van anderen, bij de muziek die van de hemel komt.” De wereld een dansfeest , Arthur van Schendel (The world would be better if everyone understood their own rhythm and in harmony could bring with that of others to the music of heaven. The World is a Festival of Dance , Arthur van Schendel)* Ever since my Schubert Iconography was published I continued to find more Schubert images heretofore unknown to me 1. After the article’s publication I donated all my Schubert iconography research files to the City University of New York Research Center for Music Iconography, and sent newly discovered images to the RCMI to add to the research inventory. From time to time I discover interesting Schubert images, often not compelling for the quality of their art but interesting regarding the curious historical circumstances surrounding the artist who created the image. I have long been an admirer of Vermeer, and in January 2009 I bought Benjamin Binstock’s Vermeer’s Family Secrets .2 I began to read the author’s discussion of the clever and talented Dutch art forger Han (Henricus Antonius) van Meegeren (1889-1947), best known for his Vermeer forgeries. Like most people interested in art I had heard about this duplicitous artist and his incredible success at fooling the Vermeer experts, but I had never seen any examples of Van Meegeren’s own original artwork signed with his own name. -
Social Studies Chapter 4, Lesson 1 Study Guide Name______Date______
Social Studies Chapter 4, Lesson 1 Study Guide Name_______________ Date___________ Key terms: Write the definition of each key term for Lesson 1. 1. Explorer-a person who travels to unfamiliar places in order to learn about them 2. Northwest Passage- a water route through North America to Asia (does not exist) 3. Trading Post-a store in a sparsely settled area where local people can barter (trade) products for goods 4. Colony-a place ruled by another country 5. Manufactured Goods- things that are manmade such as metal axes and cooking pots, and weapons Directions: Use the method, Who? What did he/she do? When? Where? and So What? to give the importance of each of the following people. The first has been done for you! 6. Henry Hudson- (Who?) Henry Hudson was an explorer (What did he/she do?) who was searching for a Northwest Passage (When?) in 1609 (Where) when he came upon the Delaware Bay. (So What?) He reported his findings to the rulers of European countries which caused them to send explorers to claim the land for their own. 7. Cornelius Hendrickson- was a Dutch Explorer from the Netherlands who came to the Delaware Bay in 1616. The Dutch set up two trading posts to trade with the Native Americans for beaver furs 8. Peter Minuit- A Dutch man hired by Sweden. In 1636 he bought land from the Native Americans to set up a colony for the Swedish named New Sweden. It is located near where Wilmington, DE is today. Swedish colonists and soldiers build Fort Christina, showing other countries that Sweden had some military power in the New World 9. -
The Van Cortlandt Family
THE VAN CORTLANDT FAMILY BY L. EFFINGHAM DE FOREST, A.M., J.D., F.I.A.G. THE HISTORICA.L PUBLICATION SOCIETY NEW YORK Copyright 1930 by THE HISTORICAL PUBLICATION SOCIETY NEW YORK NOTE I This account •bf the Van Cortlandt family was prepared as an example of the articles to. be included in the series of volumes entitled THE OLD NEW YORK F.AMILIES . which will be prepared under the editorial super• vision of L. Effingham de Forest and published by The Historical Publication Soc'iety. THE VAN CORTLANDT FAMILY . HE VAN CORTLANDT family was one of the most L"lfluen ,..::::==-.1~91:1.1.:...=:::::::~ tial and prominent in Colonial New York. l11 that small group of families interlocked by marriage and interest which largely controlled th~. Colony, Province and State uritil the decline of aristocracy in the government of N 2w York the Van Cortlandts played a strong hand. In comm~rcial, pol itical and military 6elds their importance contin:i~d ·for generation~. · The founder of this f~ily iµ the sµi,all_ Dutch town of New Amsterdam was one Oloff Stevense Van,.Co~landt. Of ' •. ~' • t ,- • his origin many fanciful tales have been told and frequ~n::l y the story has been printed ,that he was a descendant of the Dukes of Co:irland and came to. this country as an officer of Dutch troops. · Even Burke of the "P .'!erag ./' once published this a.ccount of the Van Cortlandt origin but it was quietly dropped from later editions of that particular work on the British gentry• .,, Little is actually known of tbe origin of OloJf Stev~~e. -
A Guide to Flushing in Queens
A GUIDE TO FLUSHING IN QUEENS Ethnic diversity is the hallmark of New York City, and nowhere is this diversity more evident than in Flushing, Queens. Founded in 1645, Flushing, then called Vlissingen, was granted a charter by the Dutch West India Company and became a part of New Netherlands. Subsequent periods of immigration resulted in colonization by English settlers, and more recently by settlers from Taiwan, mainland China, Japan and Korea. The result is an ethnic medley to be savored in its streets, shops, restaurants and cultural institutions. Where is Flushing? Located on western Long Island, Queens is one of the five boroughs of New York City. Established in 1683, it was named for the queen consort, Catherine of Braganza, wife of Charles II. The borough of Queens is divided into four “towns,” Jamaica, Long Island City, Flushing, and Far Rockaway. Unlike the other boroughs, mail in Queens is addressed to the applicable town rather than “Queens, N. Y.” About Flushing The first It’s Easy to Get to Flushing settlers in Flushing were, From either Times Square, or Grand Central Station, oddly enough, take the Number 7 train to the last stop and you will a group of be in the heart of Flushing. Englishmen who arrived in 1645 from Vlissingen in Holland under a patent from the Dutch West Indies Company. Subsequently an influx of Quakers from the English colonial settlements in Massachusetts took place in 1657. With the arrival of the Quakers, Governor Peter Stuyvesant, known as Peg Leg Pete, issued an edict banning all forms of worship other than Dutch Reformed, despite the guaranty of freedom of worship contained in the official Dutch charter. -
Drama at the Van Cortlandt House
Lesson Plan: Drama at the Van Cortlandt House Architect: Frederick Van Cortlandt Site: Van Cortlandt House, 1748-49 Curriculum Link: High School U.S. History Unit Two: A:3 Colonial experience: political rights and mercantile relationships A:4 The Revolutionary War Project Aim: Students study the architectural and historical site of the Van Cortlandt House, the oldest building in the Bronx, home of the prominent Van Cortlandt family, and strategic location for the Revolutionary War. Vocabulary: Georgian architecture: The classical architectural style current between 1720 and 1840, named after the four British monarchs named George. Georgian Architecture is characterized by its sense of proportion and balance. Georgian designs usually include one or more of the orders of architecture and other elements derived from ancient Rome or Greece. In the United States, this style became unpopular after the Revolution, due to its association with the colonial regime. Column: An upright post, bearing the load of the upper part of a building. It consists of a base, a shaft, and a capital. An engaged column is half a column, attached to a wall, and non-weight bearing. Pilasters: A rectangular engaged column, sometimes decorative, but at other times used to buttress a wall. Description: Oloff Stevense Van Cortlandt was a Dutch merchant who built his fortune through trade. His son, Jacobus Van Cortlandt began purchasing land in the Bronx in 1694, and gradually turned the family business into a wheat plantation with extensive milling operations. Jacobus’ son, Frederick, inherited the estate and commissioned the Van Cortlandt House in 1748. He chose for his house the English Georgian style of architecture, but added details that do not fit in with architectural conventions of the day. -
The Hudson River Valley Review
THE HUDSON RIVER VA LLEY REVIEW A Journal of Regional Studies The Hudson River Valley Institute at Marist College is supported by a major grant from the National Endowment for the Humanities. Publisher Thomas S. Wermuth, Vice President for Academic Affairs, Marist College Editors Christopher Pryslopski, Program Director, Hudson River Valley Institute, Marist College Reed Sparling, Writer, Scenic Hudson Editorial Board The Hudson River Valley Review Myra Young Armstead, Professor of History, (ISSN 1546-3486) is published twice Bard College a year by The Hudson River Valley BG (Ret) Lance Betros, Provost, U.S. Army War Institute at Marist College. College Executive Director Kim Bridgford, Professor of English, West Chester James M. Johnson, University Poetry Center and Conference The Dr. Frank T. Bumpus Chair in Michael Groth, Professor of History, Frances Hudson River Valley History Tarlton Farenthold Presidential Professor Research Assistant Susan Ingalls Lewis, Associate Professor of History, Laila Shawwa State University of New York at New Paltz Hudson River Valley Institute Sarah Olson, Superintendent, Advisory Board Roosevelt-Vanderbilt National Historic Sites Alex Reese, Chair Barnabas McHenry, Vice Chair Roger Panetta, Visiting Professor of History, Peter Bienstock Fordham University Margaret R. Brinckerhoff H. Daniel Peck, Professor of English Emeritus, Dr. Frank T. Bumpus Vassar College Frank J. Doherty Robyn L. Rosen, Professor of History, BG (Ret) Patrick J. Garvey Marist College Shirley M. Handel Maureen Kangas David P. Schuyler, Arthur and Katherine Shadek Mary Etta Schneider Professor of Humanities and American Studies, Gayle Jane Tallardy Franklin & Marshall College Robert E. Tompkins Sr. COL Ty Seidule, Professor and Acting Head, Denise Doring VanBuren Department of History, U.S. -
New Amsterdam's Untold Story
New Amsterdam’s untold story: The Flushing Remonstrance Integrating NYC public school curricula, neighborhood museum resources and historical fiction to create diverse learning experiences in social studies © by Katrina A. Raben Mentor Nina Jaffe Submitted in partial fulfillment of the requirements of the degree of Master of Science in Education Bank Street College of Education 2009 1 Abstract: This study focuses on experiential learning opportunities presented by integrating creative literature such as historical fiction into (NYC) social studies curricula. Providing teachers with aid in utilizing neighborhood cultural institutions for their physical and cultural history resources is paramount in creating tangible and multi-sensory learning experiences for varied learners. Such diverse modes of learning can be supported by illustrating the interface between history and comparative religions in social studies curricula, creating a foundation for socio-cultural inquiry that students today need in promoting tolerance and advocacy in their communities. 2 Table of Contents I. Introduction……………………………………………………………………………….p. 4 A. Historical fiction and museum education B. Religion and diversity in the curriculum C. Curriculum supplement: 4th grade NYC social studies D. Developmental rationale II. Historical Background………………………………………………………………..p. 12 A. The Flushing Remonstrance B. Religious liberty in the colonies C. Relevance to today post 9/11 III. Literature Review………………………………………………………………………p. 18 IV. A Light In The Window (a work in progress)………………………………p. 23 V. Child’s Response & Reflection……………………………………………………..p. 39 A. Preliminary Reading B. Responses C. Reflections VI. Bibliography………………………………………………………………………………p. 45 A. References B. Resources VI. Appendices…………………………………………………………………………………p. 49 A. Timeline of historic events B. Prototypes for illustrations 3 I. Introduction 4 I. Introduction A. -
Van Ambitie Tot Realiteit Tot Ambitie Van
2016 gemeente Kampen gemeente In opdracht van de In opdracht Van Ambitie tot Realiteit De Burgel: Beleefbaar en Bevaarbaar en Beleefbaar De Burgel: In het kader van Bachelor Eindopdracht Civiele Techniek. Techniek. Civiele Eindopdracht Bachelor van kader In het Al jaren heeft de gemeente Kampen de ambitie om de Burgel, en in het verlengde daarvan de oude binnenstad bevaarbaar te krijgen. Om zo haar identiteit als Hanzestad en waterstad te versterken. Deze studie identificeert de problemen die deze ambitie in de weg Naam Tim Reuvekamp staan, en geeft een strategie en maatregelen die de problemen E-mail [email protected] oplossen, om zo van een ambitie realiteit te maken. Mobiel +31618562017 Studentnummer s1480057 Voorwoord Normaal gesproken zou ik de eerste tien weken van dit collegejaar gewoon in Enschede doorbrengen, afgelopen jaar ging dat een beetje anders. Als keuzeonderdeel van mijn studie Civiele Techniek aan de Universiteit Twente volgde ik tien weken lang een aantal vakken van de opleiding Technische Planologie aan de Rijksuniversiteit Groningen. Als onderdeel van het vak Regionale Strategieën ging ik driemaal op excursie naar de stad Kampen, om zo ervaring in het veld op te doen, aldus mijn docent. Tijdens deze drie bezoeken hoorde ik van de ambitie van de stad en gemeente om de Burgel, de eerste stadsgracht van Kampen, bevaarbaar te krijgen. Om zo de watertoerist verder de stad in te krijgen en een levendige binnenstad te creëren. Ik vond dat een geweldig plan, maar vroeg me toch af waarom deze droom nog geen werkelijkheid was. Met deze vraag stapte ik naar mijn docent, die mij vertelde dat het een enorm project was, met torenhoge kosten, dit door het plan Verweij, wat tegelijkertijd met de bevaarbaarheid een parkeergarage onder de gracht wilde aanleggen. -
The Melyn Pa Troonship of St1~ Ten Island
THE MELYN PA TROONSHIP OF ST1~ TEN ISLAND .\DDRESS DELI\.ERED .\T THE XIXTH .:\X~CAL :\IEETI:\"G OF THE :\"E\Y YOR~ BRA~CH OF THI◄: ORDER OF COLONIAL LORDS OF MANORS IN AMERICA Held in the City of Ke\v ·York, April 29th, 1921 BY \\.ILLL\:\I CHCRCHILL HOCSTO:\; OF GER:\L\~TO\Y:\;, PHILADELPHIA 1923 Born, 1592. Died, 16i2. Original in the possession of The Kew York Historical Society, reproduced by permission. This 1fonograph is compiled from the following authorities: Brodhead's History of the State of Xew York. New Amsterdam and Its People, J. H. Innes. The Story of Kew Xetherland, \Ym. Elliot Griflis. Saint Nicholas Society Genealogical Record r9r6. Collections of the Xew York Historical Society, r9r3- l\Ielyn Papers. The Van Rensselaer Bo'1.-ier ~fanuscripts. THE PATROONSHIP OF STATEN ISLAND In Brodhead's History of New York it is recorded that in 1630 it was obvious that the rural tenantry of Holland did not possess the requisite means to sustain the expense of emigra tion, and the associate directors of the West India Company thought that the permanent agricultural settlement of their American province could be best accomplished by the organiza tion of separate subordinate colonies or manors under large proprietors. To tempt the ambition of such capitalists, pecu liar privileges were offered to them. These privileges, never theless, were carefully confined to members of the \Vest India Company. The Charter provided that any such members as should, within four years, plant a colony of fifty adults in any part of New Netherland except the reserved ic;land of l\!Ianhattan, should be acknowledged as a Patroon, or feudal Chief of the territory he might thus colonize. -
Overview Directions
R E S O U R C E L I B R A R Y A C T I V I T Y : 5 0 M I N S Exploring Early Manhattan Through Art Students analyze two paintings by artist Len Tantillo depicting early Manhattan in the 1650- 1660s. Then they discuss how art can reveal geographic information about place. G R A D E S 6 - 8 S U B J E C T S Arts and Music, Geography, Human Geography, Physical Geography C O N T E N T S 3 Images OVERVIEW Students analyze two paintings by artist Len Tantillo depicting early Manhattan in the 1650- 1660s. Then they discuss how art can reveal geographic information about place. For the complete activity with media resources, visit: http://www.nationalgeographic.org/activity/exploring-early-manhattan-through-art/ DIRECTIONS 1. Review the history of 17th century Dutch New Amsterdam. Review the history of colonial settlement in the Hudson River region. Ask students to locate the mouth of the Hudson River in New York on a wall map of the United States. Then show students the map of the Hudson-Raritan Estuary and have them identify the Hudson River and New York City. Remind students that Dutch explorer Henry Hudson traveled across the Atlantic Ocean on the Half Moon in 1609 and continued to sail up the Hudson River. Dutch colonists followed Hudson and established settlements along the Hudson River. One of these settlements was New Amsterdam. Ask: What is the modern-day name of New Amsterdam? (New York City) Tell students that the New Amsterdam settlement was mainly located on the island of Manhattan, which is one of the five boroughs, or sections, of modern-day New York City. -
Why the Dutch? the Historical Context of New Netherland
1 Why the Dutch? The Historical Context of New Netherland Charles T. Gehring The past is elusive. No matter how hard we try to imagine what the world was like centuries ago, the attempt conjures up only blurry images, which slip away like a dream. However, we do have tools available to sharpen these images of the past: primary source materials and archaeological evi- dence. With both we can attempt to construct a world in which we never lived. If we have any advantage at all, it’s only that we know what that past world’s future will be like.proof The goal of this book is to provide the latest archaeology of the area that the Dutch once called Nieuw Nederlandt. As an increasing number of translations of the records of this West India Company (WIC) endeavor become available to researchers, it is hoped that this collection of articles will enhance the words that the Dutch left behind. It’s fitting that we review why the Dutch were here in the first place. Most of the narrative facts of the Dutch story are well known and ac- cepted among historians who specialize in the history of the Dutch Repub- lic and its colonial undertakings. Accordingly, I use citations here spar- ingly; however, the reader wishing a deeper understanding should consult the sources cited at the end of this chapter. In the seventeenth century, the Dutch possessions lay between the New England colonies to the northeast and the tobacco colonies of Maryland and Virginia to the southwest. In 1614 the region appeared in a document of the States General of the United Provinces of the Netherlands as New Netherland. -
Early Bensonhurst by Matthew Becker, Vaughn Titus and Katie Zaniewska Modern-Day Bensonhurst Is an Urban and Multiethnic Neighbo
1 Early Bensonhurst By Matthew Becker, Vaughn Titus and Katie Zaniewska Modern-day Bensonhurst is an urban and multiethnic neighborhood of New York City in southwest Brooklyn.1 It is the home of many immigrants, and their individual influence on the community continues to shape the neighborhood. Before Bensonhurst became the culturally diverse neighborhood it is today, it was a small suburb, famously called "Bensonhurst-by-the- Sea," that attracted many residents seeking an escape to a quiet life. Even before the quiet suburb, Bensonhurst was a Dutch farming town called New Utrecht – and before that, home to Native Americans. The Dutch had a lasting impact on this region, as seen by the community's attempts to preserve the name New Utrecht. The most notable examples are New Utrecht High School, New Utrecht Avenue and the famous Historic New Utrecht Reformed Church. Throughout its history, Bensonhurst has undergone many transformations, and yet the one thing that remains constant is that it has always been significantly impacted by the cultures of the different people who have lived there. The first residents were the Lenape Native Americans, specifically the Canarsie tribe. The Lenape were a peaceful tribe, and strongly believed that nature and geology played a crucial part of their culture. They resided in seasonal camps and primarily went fishing and clamming in the area that became New Utrecht.2 Because the Lenape were a seasonally nomadic tribe, it is difficult to piece together what exactly happened to them, since there are not many artifacts that 2 that remain. In fact, the earliest written accounts of the tribe were not from the Lenape themselves, but from the notes of European travelers.