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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. -
Stony Brook University
SSStttooonnnyyy BBBrrrooooookkk UUUnnniiivvveeerrrsssiiitttyyy The official electronic file of this thesis or dissertation is maintained by the University Libraries on behalf of The Graduate School at Stony Brook University. ©©© AAAllllll RRRiiiggghhhtttsss RRReeessseeerrrvvveeeddd bbbyyy AAAuuuttthhhooorrr... Invasions, Insurgency and Interventions: Sweden’s Wars in Poland, Prussia and Denmark 1654 - 1658. A Dissertation Presented by Christopher Adam Gennari to The Graduate School in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in History Stony Brook University May 2010 Copyright by Christopher Adam Gennari 2010 Stony Brook University The Graduate School Christopher Adam Gennari We, the dissertation committee for the above candidate for the Doctor of Philosophy degree, hereby recommend acceptance of this dissertation. Ian Roxborough – Dissertation Advisor, Professor, Department of Sociology. Michael Barnhart - Chairperson of Defense, Distinguished Teaching Professor, Department of History. Gary Marker, Professor, Department of History. Alix Cooper, Associate Professor, Department of History. Daniel Levy, Department of Sociology, SUNY Stony Brook. This dissertation is accepted by the Graduate School """"""""" """"""""""Lawrence Martin "" """""""Dean of the Graduate School ii Abstract of the Dissertation Invasions, Insurgency and Intervention: Sweden’s Wars in Poland, Prussia and Denmark. by Christopher Adam Gennari Doctor of Philosophy in History Stony Brook University 2010 "In 1655 Sweden was the premier military power in northern Europe. When Sweden invaded Poland, in June 1655, it went to war with an army which reflected not only the state’s military and cultural strengths but also its fiscal weaknesses. During 1655 the Swedes won great successes in Poland and captured most of the country. But a series of military decisions transformed the Swedish army from a concentrated, combined-arms force into a mobile but widely dispersed force. -
London and Middlesex in the 1660S Introduction: the Early Modern
London and Middlesex in the 1660s Introduction: The early modern metropolis first comes into sharp visual focus in the middle of the seventeenth century, for a number of reasons. Most obviously this is the period when Wenceslas Hollar was depicting the capital and its inhabitants, with views of Covent Garden, the Royal Exchange, London women, his great panoramic view from Milbank to Greenwich, and his vignettes of palaces and country-houses in the environs. His oblique birds-eye map- view of Drury Lane and Covent Garden around 1660 offers an extraordinary level of detail of the streetscape and architectural texture of the area, from great mansions to modest cottages, while the map of the burnt city he issued shortly after the Fire of 1666 preserves a record of the medieval street-plan, dotted with churches and public buildings, as well as giving a glimpse of the unburned areas.1 Although the Fire destroyed most of the historic core of London, the need to rebuild the burnt city generated numerous surveys, plans, and written accounts of individual properties, and stimulated the production of a new and large-scale map of the city in 1676.2 Late-seventeenth-century maps of London included more of the spreading suburbs, east and west, while outer Middlesex was covered in rather less detail by county maps such as that of 1667, published by Richard Blome [Fig. 5]. In addition to the visual representations of mid-seventeenth-century London, a wider range of documentary sources for the city and its people becomes available to the historian. -
The English Take Control DIFFERENTIATING INSTRUCTION
CHAPTER 3 • SECTION 4 New Netherland As you read in Chapter 2, in the early 1600s the Dutch built the colony of New Netherland along the Hudson River in what is now New York State. The colony’s largest town, New Amsterdam, was founded on Manhattan Island in 1625. New Amsterdam was built to defend the Dutch More About . West India Company’s fur trading settlements along the Hudson River. Peter Stuyvesant, the colony’s governor, expanded New Netherland by Religious Refugees taking over the nearby colony of New Sweden in 1655. The Swedes had settled the land along the Delaware River in 1638. in Pennsylvania The Dutch West India Company set up the patroon system to attract more In England, thousands of Quakers went settlers. A patroon was a person who brought 50 settlers to New Netherland. to jail for their beliefs, especially after As a reward, a patroon received a large land grant. He also received hunting, Charles II gained the throne in 1660. fishing, and fur trading privileges. The patroon system brought great wealth Some made their way to Maryland and to the colony’s elite. Massachusetts in the 1650s, but after The social system also included many slaves. Although their lives were William Penn founded a Quaker colony in harsh, they enjoyed some rights of movement and property ownership. 1681, many more arrived. A Tolerant Society In the 17th century the Netherlands had one of the Besides Quakers, several other small religious most tolerant societies in Europe. Dutch settlers brought this religious toleration to their colony. -
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. -
Introducing New Amsterdam One Useful Way to Understand History Is to Forget “History” and Instead Think of the Introducing Past in Terms of Archaeology
Life in New Amsterdam Educator Resource Guide This guide is made possible by The Netherlands Consulate General in New York. Russell Shorto Introducing New Amsterdam One useful way to understand history is to forget “history” and instead think of the Introducing past in terms of archaeology. Think of layers of civilization, one on top of the other. New Amsterdam Now imagine yourself with a shovel, standing on the surface. You begin digging into the layers of America’s story, searching for its beginnings. You dig through the 20th century, and reach the 19th, finding remnants of the era of horse–drawn buggies, of the Civil War, of the advent of steam–engines. You dig further, and come to the American Revolution: the powdered wigs, the muskets, the gentlemen in Philadelphia grandly inscribing their signatures to a document declaring their independence from Great Britain. This is it: the bedrock of American culture and history, the bottom layer. But no, of course that is not true. Beneath the Revolution lies the colonial period, with its cities burgeoning, its tobacco plantations worked by slaves, its residents thinking of themselves not so much as Americans but as Virginians or Pennsylvanians or New Yorkers. This, then, surely, is the bedrock, the root of all later American history. Actually, no. For the colonies of the 18th century have their roots in the 17th century. Many of these original European settlements — Virginia, the Massachusetts Bay Colony — were English. But not all of them were. This volume explores one of those earliest colonies, which was not founded by the English and which, though largely forgotten in the standard telling of American history, exerted an enormous influence on American culture. -
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. -
De Nieu Nederlanse Marcurius"
)JJ "De Nieu Nederlanse Marcurius" Upcoming Meetings and May 26, 1994, 10 a.m- 5:00 p.rn.: June 1-5, 1994: 7th Interdiscipli Events All-day Conference on the Dutch nary Conference on Nether Atlantic Empire in the 17th and landic Studies. Contact Prof. Feb. 25 - March 6, 1994: New 18th Centuries at Leiden Univer William Z. Shetter, German De partment, Indiana University, Bal Jersey Flower and Garden Show sity. Talks by: • Paul Otto on "Dutch Contacts with the at the Garden State Exhibit Center lantine Hall 644, Bloomington, IN Indians in New Netherland" 47405; [812] 855-1080. in Somerset, New Jersey. Visitors • NatalieEverts,"WestAfricanCultural can stroll through six larger-than Society in the 18th Century: Huyde life gardens designed by premier kopers of the Elmina Gold Coast" June 3-4,1994: Conference on • Martha Shattuck on "Dutch Women landscape designers from Holland. New York State History at Brook and Trade in New Netherland" lyn College. Contact Stefan Bielin There is also a market and a series • Renee Baesjou, "Dutch Culture in of seminars and design classes. 17th Century Elmina" ski, CEC 3093, Albany, NY • Victor Enthoven or Alex von Slip 12230; [518] 474-6917 for further rieen, "Trade ofSurinam" information. May 8, 1994: Hofstra University • Wim Klooster. "Curacao's Trade in Dutch Festival on the theme "Cele the 18th Century" brate Mother Earth." 100,000 tu For complete information contact June 18, 1994, 11:00 a.m. (Rain lips will bloom on south campus Wim Klooster, Rijksuniversiteit date June 19): Hotaling Family this Mother's Day. Dutch vendors Leiden, Postbus 9515, 2300 RA Reunion, celebrating the Bicenten sought. -
Cash Cropping by Lenape Foragers: Preliminary Notes on Native Maize
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Digital Commons @ West Chester University West Chester University Digital Commons @ West Chester University Anthropology & Sociology College of Arts & Sciences 1999 Cash Cropping by Lenape Foragers: Preliminary Notes on Native Maize Sales to Swedish Colonists and Cultural Stability During the Early Colonial Period Marshall Joseph Becker West Chester University of Pennsylvania, [email protected] Follow this and additional works at: http://digitalcommons.wcupa.edu/anthrosoc_facpub Part of the Social and Cultural Anthropology Commons Recommended Citation Becker, M. J. (1999). Cash Cropping by Lenape Foragers: Preliminary Notes on Native Maize Sales to Swedish Colonists and Cultural Stability During the Early Colonial Period. Bulletin of the Archaeological Society of New Jersey, 54, 45-68. Retrieved from http://digitalcommons.wcupa.edu/anthrosoc_facpub/28 This Article is brought to you for free and open access by the College of Arts & Sciences at Digital Commons @ West Chester University. It has been accepted for inclusion in Anthropology & Sociology by an authorized administrator of Digital Commons @ West Chester University. For more information, please contact [email protected]. Cash Cropping by Lenape Foragers: Models of “rapid” culture change based on supposed modes of Preliminary Notes on maize production postulate that the inception (or presence of) “agriculture” among the native populations uniformly resulted Native Maize Sales from changes in global temperatures and/or variations in social to Swedish Colonists and Cultural Stability relationships (cf. Beauregard 1986). This is quite different than During the Early Colonial Period the model that assumes continuity of native culture through time, and well into the colonial period. -
The Archaeology of 17Th-Century New Netherland Since1985: an Update Paul R
Northeast Historical Archaeology Volume 34 From the Netherlands to New Netherland: The Archaeology of the Dutch in the Old and New Article 6 Worlds 2005 The Archaeology of 17th-Century New Netherland Since1985: An Update Paul R. Huey Follow this and additional works at: http://orb.binghamton.edu/neha Part of the Archaeological Anthropology Commons Recommended Citation Huey, Paul R. (2005) "The Archaeology of 17th-Century New Netherland Since1985: An Update," Northeast Historical Archaeology: Vol. 34 34, Article 6. https://doi.org/10.22191/neha/vol34/iss1/6 Available at: http://orb.binghamton.edu/neha/vol34/iss1/6 This Article is brought to you for free and open access by The Open Repository @ Binghamton (The ORB). It has been accepted for inclusion in Northeast Historical Archaeology by an authorized editor of The Open Repository @ Binghamton (The ORB). For more information, please contact [email protected]. Northeast Historical Archaeology/Vol. 34,2005 95 The Archaeology of 17th-Century New Netherland Since 1985: An Update Paul R. Huey . In 1985, a number of goals and research questions were proposed in relation to the archaeology of' pre-1664 sites in the Dutch colony of New Netherland. Significant Dutch sites were subsequently ~xcavated in Albany, Kingston, and other places from 1986 through 1988, while a series of useful publications con tinued to be produced after 1988. Excavations at historic period Indian sites also continued after 1988 . Excavations in 17th-century sites from Maine to Maryland have revealed extensive trade contacts with New Netherland and the Dutch, while the Jamestown excavations have indicated the influence of the Dutch !n the early history of Virginia. -
Washington Irving's Use of Historical Sources in the Knickerbocker History of New York
WASHINGTON IRVING’S USE OF HISTORICAL SOURCES IN THE KNICKERBOCKER. HISTORY OF NEW YORK Thesis for the Degree of M. A. MICHIGAN STATE UNIVERSITY DONNA ROSE CASELLA KERN 1977 IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII IIIIIIIIIIIIIIIIIIIIIIIIIIIIII 3129301591 2649 WASHINGTON IRVING'S USE OF HISTORICAL SOURCES IN THE KNICKERBOCKER HISTORY OF NEW YORK By Donna Rose Casella Kern A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS Department of English 1977 TABLE OF CONTENTS INTRODUCTION . CHAPTER I A Survey of Criticism . CHAPTER II Inspiration and Initial Sources . 15 CHAPTER III Irving's Major Sources William Smith Jr. 22 CHAPTER IV Two Valuable Sources: Charlevoix and Hazard . 33 CHAPTER V Other Sources 0 o o o o o o o o o o o o o o o o 0 Al CONCLUSION 0 O C O O O O O O O O O O O 0 O O O O O 0 53 APPENDIX A Samuel Mitchell's A Pigture 9: New York and Washington Irving's The Knickerbocker Histgrx of New York 0 o o o o o o o o o o o o o c o o o o 0 56 APPENDIX B The Legend of St. Nicholas . 58 APPENDIX C The Controversial Dates . 61 APPENDIX D The B00k'S Topical Satire 0 o o o o o o o o o o 0 6A APPENDIX E Hell Gate 0 0.0 o o o o o o o o o o o o o o o o 0 66 APPENDIX F Some Minor Sources . -
Before Albany
Before Albany 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. COFIELD, B.S., M.B.A., Ph.D. ........................................................... Rochester ROGER B. TILLES, B.A., J.D. ............................................................................... Great Neck KAREN BROOKS HOPKINS, B.A., M.F.A. ............................................................... Brooklyn NATALIE M. GOMEZ-VELEZ, B.A., J.D. ...............................................................