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Draft Interpretive Master Plan Technical Support Manual - Vol
FORT MONROE DRAFT INTERPRETIVE MASTER PLAN TECHNICAL SUPPORT MANUAL - VOL. 1 PROJECT #: FMFADA -101-2009 Submitted to the: By: Fort Monroe Federal Area Development Authority Interpretive Solutions, Inc. West Chester, PA 19382 Old Quarters #1 151 Bernard Road In association with: Fort Monroe, VA 23651 Leisure Business Advisors, LLC Richmond, VA 23223 and Trudy O’Reilly Public Relations JUNE 24, 2010 Hampton, VA 23661 Cover illustration credit: "Fortress Monroe, Va. and its vicinity". Jacob Wells, 1865. Publisher: Virtue & Co. Courtesy the Norman B. Leventhal Map Center at the Boston Public Library Fort Monroe Interpretive Master Plan Technical Support Manual June 24, 2010 Interpretive Solutions, Inc. FORT MONROE DRAFT INTERPRETIVE MASTER PLAN TECHNICAL SUPPORT MANUAL Table of Contents Executive Summary . 6 Three Urgent Needs . 7 Part 1: Introduction . 8 1.1. Legislative Powers of the Fort Monroe Authority . 9 1.2. The Programmatic Agreement . 9 1.3 Strategic Goals, Mission and Purpose of the FMA . 10 1.3 The Interpretive Master Plan . 10 1.3.1 Project Background . 11 1.3.2 The National Park Service Planning Model . 12 1.3.3 Phased Approach . 13 1.3.4 Planning Team Overview . 13 1.3.5 Public Participation . 14 Part 2: Background . 16 2.1 The Hampton Roads Setting . 16 2.2 Description of the Resource . 17 2.3 Brief Historical Overview . 19 2.4 Prior Planning . 22 2.5 The Natural Resources Working Group . 22 2.6. The African American Culture Working Group . 22 Part 3: Foundation for Planning . 24 3.1 Significance of Fort Monroe . 24 3.2 Primary Interpretive Themes . -
Study Guide Who Is Booker T
STUDY GUIDE WHO IS BOOKER T. WASHINGTON? KEY TERMS: influential practical education leadership social equality civil rights black achievement NOTE-TAKING COLUMN: Complete this section during the CUE COLUMN: Complete this section video. Include definitions and key terms. after the video. What cause did Mr. Washington dedicate his life to? What was Mr. Washington’s plan for getting blacks from the disastrous state they were in after the Civil War to being equal, successful, and empowered citizens of the United States? How many students were waiting at the Tuskegee Institute when Mr. Washington arrived to take over? In what ways have Mr. Washington’s ideas and actions influenced the course of events for blacks from his lifetime to the present time? What was the theme of Mr. Washington’s speech at the Atlanta Exposition in 1895? WWW.PRAGERU.COM DISCUSSION & REVIEW QUESTIONS: • Towards the beginning of the video, Dr. Green explains what Booker T. Washington decided to do when freed after the Civil War was over: “His journey began in 1872, seven years after the Civil War ended. He traveled 500 miles, most of it on foot, to a small Virginia school dedicated to the education of freed blacks, The Hampton Normal and Agricultural Institute.” Why do you think that going to school was so important to Mr. Washington that he braved such a long and arduous journey? • After Dr. Green shares with us that Mr. Washington was appointed to head the Tuskegee Institute with only 30 students, Dr. Green explains: “Under his [Mr. Washington’s] leadership, they got to work. -
Swamp Angel Ii
NEWSNEWS SWAMP ANGEL II VOL 28, NO. 3 BUCKS COUNTY CIVIL WAR MUSEUM AND ROUND TABLE JUL/SEPT2019 NEWS AND NOTES Message from the President CALENDER There has been a lot going on at the BCCWRT the last few Jul 2, 2019 - Paul Kahan, "Amiable Scoundrel: Simon months. Right off the bat we were again well represented at Cameron, Lincoln's Scandalous Secretary of War" the Memorial Day Parade this year! Thanks to all those who Aug 6, 2019 - Jim Malcolm, "A Very Disagreeable War, represented the Museum and Roundtable. In addition, we The Civil War Journal of Private Heyward Glover Em- also had great attendance at our monthly meetings at the mell" ) Borough Hall and have received great feedback on the Sept 10, 2019 - Peter C Luebke, “To Perpetuate the Fruits speakers. There was a diversity of subjects this last quarter of This Victory": Union Regimental Histories and the Sol- and ALL were excellent. Thanks to Jerry for arranging the dier as Historia (Please note that this is not the usual 1st Tuesday meeting date) speaker program! If you missed these great presentations the next one in July is sure to be just as good as we discuss Meetings are held the first Tuesday of each month at 7 pm at Doylestown Borough Hall, 57 W. Court Street unless otherwise noted. For more information on specific dates, visit that “Amiable Scoundrel” (as Mr. Kahan refers to him) of a our site at www.civilwarmuseumdoylestown.org Secretary of War to Lincoln. Can’t Wait! ♦ Congratulations to last quarter’s raffle winners: It is also membership renewal time! So please send Lorna Neddenriep, Ron DeWitt, Susan Damon, in your renewals and if you can donate any additional funds Michelle Nonemaker, Ray Miller, Dick Neddenriep, they would be greatly appreciated and will help us continue Orland Bergere and Charles Dunleavy and even expand our activities. -
Mary S. Peake Barbara Johns
MARY S. PEAKE + BARBARA JOHNS A FIGHT FOR ACADEMIC EQUALITY 1 In a partnership with VMHC, the John Marshall Center has created a set of lesson plans to complement the VMHC’s exhibition, Determined: the 400-year struggle for Black Equality This is lesson 4: MARY S. PEAKE + BARBARA JOHNS A FIGHT FOR FREEDOM AND EQUALITY (MS) Triangular Civil War 13th Barbara Civil Rights Slave Madison begins Amendment Johns Fugitive Act of 1964 + Trade Declaration of Washington + ratified leads Slave Voting Rights Established Independence leads a Peake starts a + student Act Act of 1965 rebellion on school near Chimborazo strike the Creole Fort Monroe School opens 1964- July 4, January June 2, January April 1954 1500s 1619 1841 1849 1850 1861 1863 1871 1965 1776 1787 1854 1865 1951 First James Henry “Box” Anthony Burns Emancipation Peter Brown v. Enslaved Armistead Brown ships convicted of Proclamation Jacob Carter Board Africans Lafayette himself to being a signed elected of arrive in receives Philadelphia fugitive slave Education Jamestown freedom 2 THROUGHOUT U.S. HISTORY, AFRICAN AMERICAN WOMEN HAVE PLAYED AN UNDENIABLE ROLE IN FIGHTING FOR FREEDOM AND EQUALITY. VISIONARY TEACHERS AND STUDENTS ALIKE RADICALLY IMAGINED A NEW WORLD OUTSIDE OF WHAT THEIR EXISTING CONDITIONS PRESCRIBED. BY UTILIZING EDUCATION AS A PRIMARY TOOL FOR THEIR RESISTANCE, TEACHING BECAME A WAY TO FIGHT FOR EQUALITY, BOTH IN SLAVERY AND FREEDOM. -OUR ANCESTOR’S WILDEST DREAMS BY DUNN + NEAL O B J E C T I V E DESCRIBE HOW THE ACTIONS OF MARY S. PEAKE AND BARBARA JOHNS SHOW THEIR COMMITMENT TO THEIR FIGHT FOR EQUALITY, DESPITE THE CHALLENGES THEY FACED. -
African American TOUR
AFRICAN-AMERICAN HERITAGE IN HAMPTON - ONE-DAY TRIP • Arrive in Hampton and visit the Hampton History Museum. Even as the history of Hampton is aligned with major events in American history, so too is the city’s history intertwined with the story of African Americans in this country. From the Seventeenth Century Gallery with its commentary on the coming of the first Africans to Virginia in 1619 through the descriptions of black sailors on merchant ships and the bravery of the slave Cesar Tarrant in Virginia’s Revolutionary War Navy, each gallery addresses the contributions of African Americans to Hampton history. • Visit the Hampton University Museum, one of the most outstanding multicultural museums in the country. Founded in 1868, the same year as the university, it is among the oldest museums in Virginia. The collection of more than 9,000 objects and works of art is representative of cultures and nations from around the world and is the largest of its kind in southeastern United States. • Continue your Hampton University experience with a tour of the waterfront campus. The campus contains five National Historic Landmarks. First opened in 1868 as the Hampton Normal & Agricultural Institute, the school was dedicated to the education of thousands of newly freed Southern slaves. The school provided African Americans with the manual and teaching skills they would need to survive in post-Civil War America. Campus sites include the Memorial Chapel, the Booker T. Washington Memorial Garden & Statue and Emancipation Oak, where Hampton residents gathered in 1863 to hear President Abraham Lincoln's Emancipation Proclamation read for the first time. -
Muster Roll Continued
[Muster Roll continued] Harry Green 3/2 Henry Henderson 2/D Lewis Hughes 3/4 Isaac Jones 2/E John Lewis 2/F Joshua Eddy 2/E John Green 1/C Robert Henderson 1/A Joseph Hunster 1/A Littleton Jones 1/C Lloyd Lewis, Jr. 3/1 Andy Edmunson 1/D John Green 2/C Charles Henry 1/D W. N. Irons 1/B Marshall P.H. Jones 3/1 Lloyd Lewis, Sr. 3/1 John Edmunson 1/D Luke Green 1/A G. Henry 3/5 Stephen Irwin 2/F Randolph Jones 2/F Robert Lewis 2/C David Ellis 3/2 Albert Grey 1/B John R. Henry 2/E Alexander Jackson 1/I Robert G. Jones 2/C Robert Lewis 2/E James Ellis 3/1 Henry Griffin 1/F Joseph Henry 1/C J. H. Jackson 1/B Samuel Jones 1/C Samuel Lewis, Sr. 1/F W. Ellis 2/B Richard Griffin 1/C William Henry 1/A M. Jackson 3/5 C Thomas Jones 1/I Sanford Lewis 3/1 L. Ellis 2/B L. Griggs 3/5 Thomas Hickey 1/C M. W. Jackson 2/E Wesley Jones 2/D William Lewis 1/D M. J. Epps 3/5 Luther Griggs 1/B Green Hill 1/B Norvall Jackson 3/2 William Jones 2/E William Lewis 2/F L. Erskines 1/B William Griggs 2/E J. Stacey Hill / O David A. James / A Marshall Jordan 2/F John Liggins 1/E Charles Farrow 1/F N. W. Hagerman 2/E John Hill 2/C J. -
Volume 32, Issue 26 Virginia Register of Regulations August 22, 2016 3443 PUBLICATION SCHEDULE and DEADLINES
VOL. 32 ISS. 26 PUBLISHED EVERY OTHER WEEK BY THE VIRGINIA CODE COMMISSION AUGUST 22, 2016 VOL TABLE OF CONTENTS Register Information Page ......................................................................................................................................... 3443 Publication Schedule and Deadlines ....................................................................................................................... 3444 Regulations ....................................................................................................................................................................... 3445 1VAC30-105. Regulations Banning Concealed Firearms in Offices Owned or Occupied by Executive Branch Agencies (Proposed) ............................................................................................................................. 3445 2VAC5-685. Regulations Governing Pesticide Applicator Certification under Authority of Virginia Pesticide Control Act (Final) ............................................................................................................................... 3448 6VAC20-230. Regulations Relating to Special Conservator of the Peace (Final) ................................................................. 3455 8VAC20-440. Regulations Governing the Employment of Professional Personnel (Proposed) ............................................ 3457 8VAC20-441. Regulations Governing the Employment of Professional Personnel (Proposed) ............................................ 3457 9VAC25-260. -
National Landmarks at Risk How Rising Seas, Floods, and Wildfires Are Threatening the United States’ Most Cherished Historic Sites
National Landmarks at Risk How Rising Seas, Floods, and Wildfires Are Threatening the United States’ Most Cherished Historic Sites National Landmarks at Risk How Rising Seas, Floods, and Wildfires Are Threatening the United States’ Most Cherished Historic Sites Debra Holtz Adam Markham Kate Cell Brenda Ekwurzel May 2014 © 2014 Union of Concerned Scientists All rights reserved Debra Holtz is a communications consultant for the Union of Concerned Scientists (UCS). She is also a professional journalist whose work includes the book Of Unknown Origin and many articles for publications including the San Francisco Chronicle. Adam Markham is director of the Climate Impacts Initiative at UCS. He has more than 20 years of experience working on conservation and climate change issues in the United States and Europe. Kate Cell is a senior campaign organizer at UCS. She specializes in involving new expert constituencies such as economists, social scientists, and health professionals in the work of the UCS Climate & Energy Program. Brenda Ekwurzel is a senior climate scientist with the UCS Climate & Energy Program. She is leading the organization’s climate science education work aimed at strengthening support for sound U.S. climate policies. The Union of Concerned Scientists puts rigorous, independent science to work to solve our planet’s most pressing problems. Joining with citizens across the country, we combine technical analysis and effective advocacy to create innovative, practical solutions for a healthy, safe, and sustainable future. More information about UCS is available on the UCS website (www.ucsusa.org). Designed by: Tyler Kemp-Benedict, Bangkok, Thailand www.hardworkingtype.com Cover photo: © William Trinkle Photography North America’s oldest masonry fort, the Castillo de San Marcos in St. -
Structures of Coastal Resilience Phase 1 Context, Site, and Vulnerability Analysis February 2014
Structures of Coastal Resilience Phase 1 Context, Site, and Vulnerability Analysis February 2014 Structures of Coastal Resilience Phase 1 Context, Site, and Vulnerability Analysis February 2014 Princeton University School of Architecture Andlinger Center for Energy and the Environment Department of Civil and Environmental Engineering Woodrow Wilson School of Public and International Affairs Harvard University Graduate School of Design City College of New York Spitzer School of Architecture University of Pennsylvania School of Design Table of Contents 6.0 Ocean State: Research and Site Characterization, 30 Greater Narragansett Bay, Rhode Island 6.1 Introduction 31 6.2 Methodology 43 6.3 Areas of Interest 48 Executive Summary vii-xxx 6.4 Vision 57 6.5 References 60 1.0 Introduction to Structures of Coastal Resilience 2 1.1 Background Context 3 7.0 Shifting Sands: Sedimentary Cycles for Jamaica Bay, New York 62 1.2 The Structures of Coastal Resilience (SCR) Project 5 7.1 Introduction and Purpose 63 1.3 References 8 7.2 Context 65 7.3 Storm Risk Reduction at Jamaica Bay, 1964-2014 75 2.0 Hurricane Storm Surge Risk Assessment for Structures of 10 7.4 Post-Sandy Case Studies 81 Coastal Resilience 7.5 Bathymetric / Topographic Merged Model 83 2.1 Objectives 10 7.6 Jamaica Bay Morphology 85 2.2 Methodology 10 7.7 Jurisdictional Dynamics 93 2.3 References 13 7.8 Vulnerability and Risk 97 3.0 Geographic Information Systems (GIS) Modeling For Structures 16 7.9 Methodology 105 of Coastal Resilience 7.10 Strategic Approaches for Storm Risk Reduction -
Secbetaby of the Tbeasuby
RECEIPTS A. ND DISBURSEMENTS. LETTER FROM THE SECBETABY OF THE TBEASUBY TRANSMITTING A Combined Statement of the Receipts and Disbursements of the Government for the Fiscal Year Ended June 30, 1910. DEcEMBER 5, 1910.— Referred to the Committee on Appropriations and ordered to be printed. TREASURY DEPARTMENT OFFICE OF THE SECRETARY, Washington, D. C, December 5', 1910. To the SPEAKER oF THE HQUsE oF REPREsENTATIvEs. SIR: In compliance with the requirements of section 15 of an act entitled "An Act making appropriations for the legislative, executive, and judicial expenses of the Government for the fiscal year ending June 30, ]895, and for other purposes, " approved July' 3l, 1894 (28 Stat. , p. 210), I have the honor to transmit herewith a combined statement of the receipts and disbursements of the Government for the fiscal year ended June 30, 1910. Respectfully, FRANKLIN MACVEAGH, Secretary. COMBINED )YATEXlEXT OF THE RECEIPTS AND DISBURSEMENTS OF FOII THE FI~SCAL CHEAP ENDED JI,'IAE l30, 1NO. TREASURY DEPARTMENT, DiviSION OF BOOKKEEPING AND WARRANTS. SIR: I have the honor to submit herewith detailed statements of the receipts and disburse- ments of the Governmer;t for the fiscal year ended tune 30, 1910, as follows: Ordinary receipts derived by the Goveriirnent from customs, internal revenue including corporation tax, and sales of public lands in each district and State, and from various miscellaneous sources, $675, 511,715. 02; and public debt receipts, $31,674, 292. 50. Total receipts, $707, 186, 007.52. Ordinary disburse- ments, $659, 705, 391.08, which includes $8, 495, 612.87 grants from the Treasury for deficiencies in the postal revenues; disbursements for the Panama Canal, $33, 911,673. -
F O R T H E P E O P
FF oo rr TT hh ee PP ee oo pp ll ee A NEWSLETTER OF THE ABRAHAM LINCOLN ASSOCIATION VOLUME 16 NUMBER 4 WINTER 2014 SPRINGFIELD, ILLINOIS Banquet Performance: Frederick Douglass' Eulogy to Lincoln Re-enacted by Fred Morsell Fred Morsell began to study Fre- Seneca Falls National Historic derick Douglass in the fall of Parks, The Chautauqua Institute in 1984. A black clergyman friend New York State, colleges, civic asked him to help develop alterna- groups, churches and regional tive programs for inner city youth theatres. He has toured the coun- that would help them find a sense try with school versions of the full of self-respect and belief in them- -length play for public, private and selves — an antidote to the envi- jail schools. ronment of drugs and hopelessness in which they lioved. Morsell read In 1994, Morsell delivered Freder- Douglass’ Narrative of the Life of ick Douglass’ last great speech, Frederick Douglass, an American The Lessons of the Hour on Slave. He said the book the Bill Moyers Journal. The New “practically blew me away. It read York Times said of that perform- like a screenplay, because Doug- ance, “Even 100 years later, sadly lass’ descriptions of the events of Fred Morsell enough, the speech goes right to his life were so visually intense the very heart of the black experi- and dramatic. The images literally with their lives what Mr. Douglass ence in America. The standing jumped off the page at me. I did with his?” ovation given to Mr. Morsell, thought to myself, Wouldn't it be whose sonorous voice stems in wonderful just to read Frederick Since then Morsell has performed large part from his background as Douglass’ words to a group of his one-man, two-act play, Pre- a lyric baritone, is clearly and de- nine or ten year kids, and see if senting Mr. -
RICHMOND Battlefields UNITED STATES DEPARTMENT of the INTERIOR Stewart L
RICHMOND Battlefields UNITED STATES DEPARTMENT OF THE INTERIOR Stewart L. Udall, Secretary NATIONAL PARK SERVICE Conrad L. Wirth, Director HISTORICAL HANDBOOK NUMBER THIRTY-THREE This publication is one of a series of handbooks describing the historical and archeological areas in the National Park System administered by the National Park Service of the United States Department of the Interior. It is printed by the Government Printing Office and may be purchased from the Superintendent of Documents, Washington 25, D.C. Price 25 cents. RICHMOND National Battlefield Park Virginia by Joseph P. Cullen NATIONAL PARK SERVICE HISTORICAL HANDBOOK SERIES NO. 33 Washington, D.C., 1961 The National Park System, of which Richmond National Battlefield Park is a unit, is dedicated to conserving the scenic, scientific, and historic heritage of the United States for the benefit and inspiration of its people. Contents Page Richmond 1 The Army of the Potomac 2 PART ONE THE PENINSULA CAMPAIGN, SUMMER 1862 On to Richmond 3 Up the Peninsula 4 Drewry's Bluff 5 Seven Pines (Fair Oaks) 6 Lee Takes Command 9 The Seven Days Begins 12 Beaver Dam Creek (Ellerson's Mill) 13 Gaines' Mill 16 Savage Station 18 Glendale (Frayser's Farm) 21 Malvern Hill 22 End of Campaign 24 The Years Between 27 PART TWO THE FINAL STRUGGLE FOR RICHMOND, 1864-65 Lincoln's New Commander 28 Cold Harbor 29 Fort Harrison 37 Richmond Falls 40 The Park 46 Administration 46 Richmond, 1858. From a contemporary sketch. HE AMERICAN CIVIL WAR was unique in many respects. One Tof the great turning points in American history, it was a national tragedy op international significance.