Reconstruction Era and the Beginning of the Gilded Age the Grant Years
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RETROSPECTIVE BOOK REVIEWS by Esley Hamilton, NAOP Board Trustee
Field Notes - Spring 2016 Issue RETROSPECTIVE BOOK REVIEWS By Esley Hamilton, NAOP Board Trustee We have been reviewing new books about the Olmsteds and the art of landscape architecture for so long that the book section of our website is beginning to resemble a bibliography. To make this resource more useful for researchers and interested readers, we’re beginning a series of articles about older publications that remain useful and enjoyable. We hope to focus on the landmarks of the Olmsted literature that appeared before the creation of our website as well as shorter writings that were not intended to be scholarly works or best sellers but that add to our understanding of Olmsted projects and themes. THE OLMSTEDS AND THE VANDERBILTS The Vanderbilts and the Gilded Age: Architectural Aspirations 1879-1901. by John Foreman and Robbe Pierce Stimson, Introduction by Louis Auchincloss. New York: St. Martin’s Press, 1991, 341 pages. At his death, William Henry Vanderbilt (1821-1885) was the richest man in America. In the last eight years of his life, he had more than doubled the fortune he had inherited from his father, Commodore Cornelius Vanderbilt (1794-1877), who had created an empire from shipping and then done the same thing with the New York Central Railroad. William Henry left the bulk of his estate to his two eldest sons, but each of his two other sons and four daughters received five million dollars in cash and another five million in trust. This money supported a Vanderbilt building boom that remains unrivaled, including palaces along Fifth Avenue in New York, aristocratic complexes in the surrounding countryside, and palatial “cottages” at the fashionable country resorts. -
11 Grade U.S. History Scope and Sequence
th 11 Grade U.S. History Scope and Sequence C3 Common Core DC Content Framework DC Content Block Trad. Literacy Standards Unit Unit Descriptions Power Indicators RH.11-12.1, 11-12.2, 11-12.10 Supporting Days Days Standards D3.1, D4.3 and WHST.11-12.4, 11-12.5, 11-12.9 Standards D4.6 apply to each and 11-12.10 apply to each unit. unit. Students review the content of 8th grade United States History 11.1.6: Influences D1.4: Emerging RH.11-12.4: Vocabulary 11.1.1-11.1.5 on American questions 11.1.8 (colonization, revolution, and civil war) by examining the major Revolution D4.2: Construct WHST.11-12.2: Explanatory 11.1.10 trends from colonialism to Reconstruction. In particular, they 11.1.7: Formation explanations Writing of Constitution Unit 1 consider the expanding role of government, issues of freedom and 11.1.9: Effects of Apply to each unit: Apply to each unit: Foundations of equality, and the definition of citizenship. Students read complex Civil War and D3.1: Sources RH.11-12.1: Cite evidence 10 days 20 days primary sources, summarizing based on evidence while developing Reconstruction D4.3: Present RH.11-12.2: Central idea American historical vocabulary. Students should communicate their information RH.11-12.10: Comprehension D4.6: Analyze Democracy conclusions using explanatory writing, potentially adapting these problems WHST.11-12.4: Appropriate explanations into other formats to share within or outside their writing classroom. Students begin to examine the relationship between WHST.11-12.5: Writing process WHST.11-12.9: Using evidence compelling and supporting questions. -
American History 1 SSTH 033 061 Credits: 0.5 Units / 5 Hours / NCAA
UNIVERSITY OF NEBRASKA HIGH SCHOOL American History 1 SSTH 033 061 Credits: 0.5 units / 5 hours / NCAA Course Description This course discusses the development of America from the colonial era until the start of the twentieth century. This includes European exploration and the collision between different societies (including European, African, and Native American). The course also explores the formation of the American government and how democracy in the United States affected thought and culture. Students will also learn about the influences of the Enlightenment on different cultural groups, religion, political and philosophical writings. Finally, they will examine various reform efforts, the Civil War, and the effects of expansion, immigration, and urbanization on American society. Graded Assessments: 5 Unit Evaluations; 3 Projects; 3 Proctored Progress Tests; 5 Teacher Connect Activities Course Objectives When you have completed the materials in this course, you should be able to: 1. Identify the Native American societies that existed before 1492. 2. Explain the reasons for European exploration and colonization. 3. Describe the civilizations that existed in Africa during the Age of Exploration. 4. Explore how Europeans, Native Americans, and Africans interacted in colonial America. 5. Summarize the ideas of the Enlightenment and the Great Awakening. 6. Examine the reasons for the American Revolution. 7. Discuss how John Locke’s philosophy influenced the Declaration of Independence. 8. Understand how the American political system works. 9. Trace the development of American democracy from the colonial era through the Gilded Age. 10. Evaluate the development of agriculture in America from the colonial era through the Gilded Age. -
Handout 3 Morgan and Vanderbilt - Documents
Handout 3 Morgan and Vanderbilt - Documents J.P. Morgan One of the most powerful bankers of his era, J. P. (John Pierpont) Morgan (1837-1913) financed railroads and helped organize U. S. Steel, General Electric, and other major corporations. The Connecticut native followed his wealthy father into the banking business in the late 1850s, and in 1871 formed a partnership with Philadelphia banker Anthony Drexel. In 1895, their firm was reorganized as J.P. Morgan & Company, a predecessor of the modern-day financial giant JPMorgan Chase [& Co.]. Morgan used his influence to help stabilize American financial markets during several economic crises, including the panic of 1907. However, he faced criticism that he had too much power and was accused of manipulating the nation’s financial system for his own gain. The Gilded Age titan spent a significant portion of his wealth amassing a vast art collection. J.P. Morgan: Early Years and Family John Pierpont Morgan was born into a distinguished New England family on April 17, 1837, in Hartford, Connecticut. One of his maternal relatives, James Pierpont (1659-1714), was a founder of Yale University; his paternal grandfather was a founder of the Aetna Insurance Company; and his father, Junius Spencer Morgan (1813-90), ran a successful Hartford dry-goods company before becoming a partner in a London-based merchant banking firm. After graduating from high school in Boston in 1854, Pierpont, as he was known, studied in Europe, where he learned French and German, then returned to New York in 1857 to begin his finance career In 1861, Morgan married Amelia Sturges, the daughter of a wealthy New York businessman. -
The Men Who Built America
“THE AMERICAN ECONOMY WAS LINKED BY RAILROADS, FUELED BY OIL AND BUILT BY STEEL.” Cornelius Vanderbilt, John D. Rockefeller, Andrew Carnegie, Episode 1: A New WAR BEGINS J.P. Morgan, Henry Ford – their names are synonymous with As the nation attempts to rebuild following the destruction of the innovation, big business and the American Dream. These leaders Civil War, Cornelius Vanderbilt is the first to see the need for unity sparked incredible advances in technology while struggling to to regain America’s stature in the world. Vanderbilt makes his mark consolidate their industries and rise to the top in shipping and then the railroad industry. Railroads stitch together of the business world. The Men Who Built America™ chronicles the the nation, stimulating the economy by making it easier to move connections between these iconic businessmen and explores the goods across the country. But Vanderbilt faces intense competition way they shaped the country, transforming the early on, showing that captains of industry will always be chal- U.S. into a global superpower in just 50 years. lenged by new innovators and mavericks. Tracing their roles in the oil, steel, railroad, auto and financial Key TERMS to DEFINE industries, this series uses stunning CGI and little-known stories to ARCHETYPE, ENTREPRENEUR, INFRASTRUCTURE, INGENUITY, examine the lives of these iconic tycoons. How did these leaders INNOVATION advance progress, and what were the costs and consequences of American industrial growth? What role did everyday Americans Discussion Questions play in this growth, and how were their voices heard? This series is an excellent companion for course units on business, American 1. -
The Vanderbilts and the Story of Their Fortune
Ml' P WHi|i^\v^\\ k Jll^^K., VI p MsW-'^ K__, J*-::T-'7^ j LIBRARY )rigliam i oiMig U mversat FROM. Call Ace. 2764 No &2i?.-^ No ill -^aa^ceee*- Britfham Voung il/ Academy, i "^ Acc. No. ^7^V ' Section -^^ i^y I '^ ^f/ Shelf . j> \J>\ No. ^^>^ Digitized by tine Internet Arcinive in 2010 witii funding from Brigiiam Young University littp://www.arcliive.org/details/vanderbiltsstoryOOcrof -^^ V !<%> COMMODORE VANDERBILT. ? hr^ t-^ ^- -v^' f ^N\ ^ 9^S, 3 '^'^'JhE VANDERBILTS THE STORY OF THEIR FORTUNE BT W. A. CKOFFUT A0THOR OF "a helping HAND," "A MIDSUMMER LARK," "THE BOUKBON BALLADS," " HISTOBr OF CONNECTICUT," ETC. CHICAGO AND NEW YORK BELFOBD, CLARKE & COMPANY Publishers 1/ COPYKIGHT, 1886, BY BELFORD, CLAEKE & COMPANY. TROWS PRINTING AND BOOKBINDING COMPANY, NEW YORK. PREFACE This is a history of the Yanderbilt family, with a record of their vicissitudes, and a chronicle of the method by which their wealth has been acquired. It is confidently put forth as a work which should fall into the hands of boys and young men—of all who aspire to become Cap- tains of Industry or leaders of their fellows in the sharp and wholesome competitions of life. In preparing these pages, the author has had an am- bition, not merely to give a biographical picture of sire, son, and grandsons and descendants, but to consider their relation to society, to measure the significance and the influence of their fortune, to ascertain where their money came from, to inquire whether others are poorer because they are rich, whether they are hindering or promoting civilization, whether they and such as they are impediments to the welfare of the human i-ace. -
U.S. History Objectives
U.S. History Objectives Unit 1 An Age of Prosperity and Corruption Students will understand the internal growth of the United States during the period of 1850s-1900. • Identify the conditions that led to Industrial expansion. • Compare and contrast politics of the Gilded Age and today’s governmental systems. • Describe how immigration was changing the social landscape of the United States resulting in the need for reform. Analyze and interpret maps, tables, and charts. Identify key terms. The Expansion of American Industry 1850-1920 Students will understand the conditions that led to Industrial expansion. • Identify the conditions that led to Industrial expansion. • Describe the technological revolution and the impact of the railroads and inventions. • Explain the growth of labor unions and the methods used by workers to achieve reform. Politics, 1870-1915 Students will understand the changes in cities and politics during the period known as the Gilded Age. • Compare and contrast politics of the Gilded Age and today’s governmental systems. • Be able to communicate why American cities experienced rapid growth. • Summarize the growth of Big Business and the role of monopolies. Immigration and Urban Life, 1870-1915 Students will understand the impact of immigration on the social landscape of the United States. • Analyze and interpret maps, tables, and charts. • Identify key terms. Give examples of how immigration was changing the social landscape of the United States. Relate the reasons for reform and the impact of the social movement. Unit 2 Internal and External Role of the United States Students will describe the changing internal and external roles of the United States between 1890- 1920. -
Ulysses S. Grant Born April 27, 1822 Point Pleasant, Ohio Died July 23, 1885 Mount Mcgregor, New York
Civil War Bios- Vol. 1 10/7/03 4:17 PM Page 159 Ulysses S. Grant Born April 27, 1822 Point Pleasant, Ohio Died July 23, 1885 Mount McGregor, New York Union general who captured Vicksburg and defeated Lee’s Army of Northern Virginia, ending the Civil War Eighteenth president of the United States lysses S. Grant was one of the greatest—and most un- “I have but one Ulikely—military commanders in American history. Prior sentiment now. We have to the Civil War, he struggled to provide for his family, first a government and laws as a soldier and then as a businessman. But when the war and a flag and they must began, he quickly showed that he was one of the North’s be sustained. There are top military leaders. During the first two years of the con- flict, his victories at Fort Donelson, Vicksburg, and Chat- but two parties now: tanooga helped the Union seize control of the Confedera- traitors and patriots.” cy’s western states. Grant then moved to the war’s eastern theater (a large geographic area in which military operations take place), where he was given command of all the Union armies. Begin- ning in the spring of 1864, he brought the full power of the Union forces against the South. Grant’s merciless use of sus- tained pressure against the weary armies and citizens of the Confederacy eventually forced the South to surrender in 1865. Four years later, Grant became president of the United States. But the North’s greatest military hero never really learned how to be a good political leader, and his two terms Ulysses S. -
Verley Archer Papers
Verley Archer Collection 1960’s - 1980’s Collection Number: MSS 254 Size: 8.76 linear feet Special Collections and University Archives Jean and Alexander Heard Library Vanderbilt University Nashville, Tennessee © Vanderbilt University Special Collections and University Archives Verley Archer Collection Scope and Content Note The Verley Archer Collection consists of materials relating to the Vanderbilt Family Reunion held in conjunction with the Centennial Celebration of Vanderbilt University, March 16-17, 1973. Ms. Archer conducted extensive research into the genealogy of the Vanderbilt family and located descendants of Commodore Cornelius Vanderbilt living in 1973. Included in the Verley Archer Collection are research notes and materials, completed questionnaires from family members, correspondence, publicity materials, and published books, all relating to the Family Reunion and Centennial Celebration. The 21 boxes in this collection cover approximately 8.76 linear feet. The collection is arranged in 3 series: Subject Files (Series 1); Vanderbilt Centennial (series 2); and Verley Archer’s Research Materials (Series 3). The Subject Files, Series 1, are the most extensive part of this collection. They consist of letters, completed questionnaires, and biographical information on most of the over 500 members of the Vanderbilt family living in 1973, as well as some earlier family members. These are arranged alphabetically by last name. Married women descendants are cross-referenced by their maiden names. Series 2 consists of the form letter mailings sent to his Vanderbilt relatives by William H. Vanderbilt, III and their responses. Also included are publicity articles about the Vanderbilt Family Reunion and Vanderbilt University Centennial. There are lists of descendants attending the Reunion and of gifts to Vanderbilt University from the descendants. -
Noble E. Dawson Papersusgpl.NED
Noble E. Dawson papersUSGPL.NED This finding aid was produced using ArchivesSpace on October 06, 2020. Mississippi State University Libraries P.O. Box 5408 Mississippi State 39762 [email protected] URL: http://library.msstate.edu/specialcollections Noble E. Dawson papersUSGPL.NED Table of Contents Summary Information ......................................................................................................................................... 3 Biographical Note ................................................................................................................................................. 3 Scope and Content Note ...................................................................................................................................... 4 Administrative Information ............................................................................................................................... 4 Controlled Access Headings ............................................................................................................................... 4 Collection Inventory ............................................................................................................................................. 5 Series 1: Correspondence ................................................................................................................................. 5 Series 2: Transcriptions ................................................................................................................................... -
Indigenous and Settler Violence During the Gilded Age and Progressive Era John R
Indigenous and Settler Violence during the Gilded Age and Progressive Era John R. Legg, George Mason University The absence of Indigenous historical perspectives creates a lacuna in the historiography of the Gilded Age and Progressive Era. For the first eight years of the Journal of the Gilded Age and the Progressive Era, zero articles written about or by Native Americans can be found within its pages. By 2010, however, a roundtable of leading Gilded Age and Progressive Era scholars critically examined the reasons why “Native Americans often slipped out of national consciousness by the Gilded Age and Progressive Era.”1 By 2015, the Journal offered a special issue on the importance of Indigenous histories during the late nineteenth and early twentieth centuries, a “period of tremendous violence perpetuated on Indigenous communities,” wrote the editors Boyd Cothran and C. Joseph Genetin-Pilawa.2 It is the observation of Indigenous histories on the periphery of Gilded Age and Progressive Era that inspires a reevaluation of the historiographical contributions that highlight Indigenous survival through the onslaught of settler colonial violence during the late nineteenth and early twentieth centuries. The purpose of this microsyllabus seeks to challenge these past historiographical omissions by re-centering works that delve into the inclusion of Indigenous perspectives and experience of settler colonial violence during the Gilded Age and Progressive Era. Ultimately, this microsyllabus helps us unravel two streams of historiographical themes: physical violence and structural violence. Violence does not always have to be physical, but can manifest in different forms: oppression, limiting people’s rights, their access to legal representation, their dehumanization through exclusion and segregation, as well as the production of memory. -
VANDERBILT MAUSOLEUM, Staten Island
Landmarks Preservation Commission April 12, 2016, Designation List 487 LP-1208 VANDERBILT MAUSOLEUM, Staten Island Built: c. 1884-87; Richard Morris Hunt, architect; F. L. & J. C. Olmsted, landscape architects; John J. R. Croes, landscape engineer Landmark Site: Borough of Staten Island, Tax Map Block 934, Lot 250 in part, consisting of the entire mausoleum, its steps, and retaining walls; the hillock enclosing the mausoleum; the terrace in front of the mausoleum’s main facade and the base and walls of the terrace; the pathway leading from the terrace northeasterly, southeasterly, southwesterly, and southeasterly, beneath the arch near the southernmost entrance to the lot, to the lot boundary; the entrance arch and gates, and the adjoining stone retaining walls extending from the south face and sides of the arch northeasterly and southwesterly to the north and south lot lines; the stone retaining walls extending from the north face of the arch along both sides of a portion of the pathway; the land beneath the opening in the entrance arch; and the land upon which these improvements are sited. On September 9, 1980, the Landmarks Preservation Commission held a public hearing on the proposed designation as a Landmark of the Vanderbilt Mausoleum and Cemetery and the proposed designation of the related Landmark Site (Item No. 5). The hearing had been duly advertised in accordance with the provisions of law. A representative of the trustees overseeing the property testified in opposition to the proposed designation. A representative of New Dorp Moravian Church also testified in opposition to the proposed designation. Two people spoke in favor of the proposed designation, including a representative of the Preservation League of Staten Island.