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Describe Geography of 3 Colonial Regions. * Describe Economy of the 3 Colonial Regions
* Describe geography of 3 colonial regions. * Describe economy of the 3 colonial regions. * Describe 3 different types of government in colonial America. * Explain concepts of Separation of Church & State, fair trial, & protection from cruel & unusual punishments. Discuss colonial events that brought these into practice. * Predict problems colonists may encounter later as they try to unite. * Analyze how we can connect modern America (culture, economy, government, geography) to the original 13 colonies. • Massachusetts, Rhode Island, New Hampshire, & Connecticut. Geography: cold climate, abundant forests, rocky soil, & a large port in Boston. • Colonies based on religious principles & values. Massachusetts had little to no religious tolerance. Theocracy , religious governments, were common. Religious rule in New England Q/A: Describe the impact religion played in the formation of New England colonies. • Jobs: Small subsistence farmers, shipbuilders, lumber men, fur traders, fishing, whaling, & merchants. • Most families lived on small farms. Geography led to forests being means of income besides farming. Subsistence Farm Abundant Lumber Port of Boston Fur Traders Ship builders Merchants Q/A: Analyze how geography directly impacted New England economy. • Witchcraft paranoia came with colonists from Europe. • Puritan leaders felt colony left strong religious roots & colony was being punished with witchcraft presence. • More than 100 people tried & 20 were put to death. • Serious questions about power of church, religious law, & fair trials resulted. Accused witches tried & convicted “Witches” put to death Q/A: Describe how concepts like a “fair trial by a jury of your peers” & “separation of church & state” resulted from events like the Salem Witch Trials. • Connecticut founded by Thomas Hooker, promoted religious tolerance & disagreed with Puritan laws. -
Grosvenor Prints CATALOGUE for the ABA FAIR 2008
Grosvenor Prints 19 Shelton Street Covent Garden London WC2H 9JN Tel: 020 7836 1979 Fax: 020 7379 6695 E-mail: [email protected] www.grosvenorprints.com Dealers in Antique Prints & Books CATALOGUE FOR THE ABA FAIR 2008 Arts 1 – 5 Books & Ephemera 6 – 119 Decorative 120 – 155 Dogs 156 – 161 Historical, Social & Political 162 – 166 London 167 – 209 Modern Etchings 210 – 226 Natural History 227 – 233 Naval & Military 234 – 269 Portraits 270 – 448 Satire 449 – 602 Science, Trades & Industry 603 – 640 Sports & Pastimes 641 – 660 Foreign Topography 661 – 814 UK Topography 805 - 846 Registered in England No. 1305630 Registered Office: 2, Castle Business Village, Station Road, Hampton, Middlesex. TW12 2BX. Rainbrook Ltd. Directors: N.C. Talbot. T.D.M. Rayment. C.E. Ellis. E&OE VAT No. 217 6907 49 GROSVENOR PRINTS Catalogue of new stock released in conjunction with the ABA Fair 2008. In shop from noon 3rd June, 2008 and at Olympia opening 5th June. Established by Nigel Talbot in 1976, we have built up the United Kingdom’s largest stock of prints from the 17th to early 20th centuries. Well known for our topographical views, portraits, sporting and decorative subjects, we pride ourselves on being able to cater for almost every taste, no matter how obscure. We hope you enjoy this catalogue put together for this years’ Antiquarian Book Fair. Our largest ever catalogue contains over 800 items, many rare, interesting and unique images. We have also been lucky to purchase a very large stock of theatrical prints from the Estate of Alec Clunes, a well known actor, dealer and collector from the 1950’s and 60’s. -
The Fourteenth Colony: Florida and the American Revolution in the South
THE FOURTEENTH COLONY: FLORIDA AND THE AMERICAN REVOLUTION IN THE SOUTH By ROGER C. SMITH A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA 2011 1 © 2011 Roger C. Smith 2 To my mother, who generated my fascination for all things historical 3 ACKNOWLEDGMENTS I would like to thank Jon Sensbach and Jessica Harland-Jacobs for their patience and edification throughout the entire writing process. I would also like to thank Ida Altman, Jack Davis, and Richmond Brown for holding my feet to the path and making me a better historian. I owe a special debt to Jim Cusack, John Nemmers, and the rest of the staff at the P.K. Yonge Library of Florida History and Special Collections at the University of Florida for introducing me to this topic and allowing me the freedom to haunt their facilities and guide me through so many stages of my research. I would be sorely remiss if I did not thank Steve Noll for his efforts in promoting the University of Florida’s history honors program, Phi Alpha Theta; without which I may never have met Jim Cusick. Most recently I have been humbled by the outpouring of appreciation and friendship from the wonderful people of St. Augustine, Florida, particularly the National Association of Colonial Dames, the ladies of the Women’s Exchange, and my colleagues at the St. Augustine Lighthouse and Museum and the First America Foundation, who have all become cherished advocates of this project. -
Birth of a Colony North Carolina Guide for Educators Act IV—A New Voyage to Carolina, 1650–1710
Birth of a Colony North Carolina Guide for Educators Act IV—A New Voyage to Carolina, 1650–1710 Birth of a Colony Guide for Educators Birth of a Colony explores the history of North Carolina from the time of European exploration through the Tuscarora War. Presented in five acts, the video combines primary sources and expert commentary to bring this period of our history to life. Use this study guide to enhance students’ understanding of the ideas and information presented in the video. The guide is organized according to five acts. Included for each act are a synopsis, a vocabulary list, discussion questions, and lesson plans. Going over the vocabulary with students before watching the video will help them better understand the film’s content. Discussion questions will encourage students to think critically about what they have viewed. Lesson plans extend the subject matter, providing more information or opportunity for reflection. The lesson plans follow the new Standard Course of Study framework that takes effect with the 2012–2013 school year. With some adjustments, most of the questions and activities can be adapted for the viewing audience. Birth of a Colony was developed by the North Carolina Department of Cultural Resources, in collaboration with UNC-TV and Horizon Productions. More resources are available at the website http://www.unctv.org/birthofacolony/index.php. 2 Act IV—A New Voyage to Carolina, 1650–1710 Act IV of Birth of a Colony is divided into three parts. The first part explores the development of permanent English settlements in North Carolina. For nearly 70 years after the mysterious disappearance of the Lost Colony, North Carolina remained void of European settlement. -
Study Guide for the Georgia History Exemption Exam Below Are 99 Entries in the New Georgia Encyclopedia (Available At
Study guide for the Georgia History exemption exam Below are 99 entries in the New Georgia Encyclopedia (available at www.georgiaencyclopedia.org. Students who become familiar with these entries should be able to pass the Georgia history exam: 1. Georgia History: Overview 2. Mississippian Period: Overview 3. Hernando de Soto in Georgia 4. Spanish Missions 5. James Oglethorpe (1696-1785) 6. Yamacraw Indians 7. Malcontents 8. Tomochichi (ca. 1644-1739) 9. Royal Georgia, 1752-1776 10. Battle of Bloody Marsh 11. James Wright (1716-1785) 12. Salzburgers 13. Rice 14. Revolutionary War in Georgia 15. Button Gwinnett (1735-1777) 16. Lachlan McIntosh (1727-1806) 17. Mary Musgrove (ca. 1700-ca. 1763) 18. Yazoo Land Fraud 19. Major Ridge (ca. 1771-1839) 20. Eli Whitney in Georgia 21. Nancy Hart (ca. 1735-1830) 22. Slavery in Revolutionary Georgia 23. War of 1812 and Georgia 24. Cherokee Removal 25. Gold Rush 26. Cotton 27. William Harris Crawford (1772-1834) 28. John Ross (1790-1866) 29. Wilson Lumpkin (1783-1870) 30. Sequoyah (ca. 1770-ca. 1840) 31. Howell Cobb (1815-1868) 32. Robert Toombs (1810-1885) 33. Alexander Stephens (1812-1883) 34. Crawford Long (1815-1878) 35. William and Ellen Craft (1824-1900; 1826-1891) 36. Mark Anthony Cooper (1800-1885) 37. Roswell King (1765-1844) 38. Land Lottery System 39. Cherokee Removal 40. Worcester v. Georgia (1832) 41. Georgia in 1860 42. Georgia and the Sectional Crisis 43. Battle of Kennesaw Mountain 44. Sherman's March to the Sea 45. Deportation of Roswell Mill Women 46. Atlanta Campaign 47. Unionists 48. Joseph E. -
Tomochichi's Trans-Atlantic Quest for Traditional Power in The
Tomochichi’s Trans-Atlantic Quest for Traditional Power in the Colonial Southeast. By: Steven Peach Peach, S. (2013) Creek Indian Globetrotter: Tomochichi’s Trans-Atlantic Quest for Traditional Power in the Colonial Southeast. Ethnohistory, 60(4), 605-635. DOI: DOI 10.1215/00141801- 23133849 Made available courtesy of The American Society for Ethnohistory and Duke University Press: http://ethnohistory.dukejournals.org/content/60/4/605.abstract ***Reprinted with permission. No further reproduction is authorized without written permission from Duke University Press. This version of the document is not the version of record. Figures and/or pictures may be missing from this format of the document. *** Abstract: This essay reinterprets the life of a famous Muscogee Creek leader and examines the relationship between chiefly power and foreign travel in American Indian studies and Atlantic world studies. In spring 1734, the Creek headman Tomochichi and British imperialist James Edward Oglethorpe traveled to London to ratify a treaty that established the British colony of Georgia in the neighborhood of the Creek Confederacy. During his five-month sojourn, Tomochichi forged alliances with the Georgia trustees and the British royal family that resulted in a unique trans- Atlantic network of patronage. Upon return home, he leveraged his ocean-going imperial connections to craft an authoritative chieftainship that dated to the seventeenth-century Mississippian era. Keywords: history | ethnohistory | muscogee creek | chieftains | native american studies | atlantic world studies | Tomochichi Article: At the turn of the twentieth century, anthropologist John Reed Swanton recorded the origins of the Hitchiti Creeks, who spoke the Hitchiti dialect of the Muscogean (mus-KO-gee-an) language family. -
Caribbean Appeals Appeals by Colony
CARIBBEAN APPEALS including Antigua, Bahamas, Barbados, Bermuda, Dominica, East Florida, Grenada, Guiana, Jamaica, Leeward Islands, Montserrat, Nevis, St. Christopher, St. Vincent, Tobago, Tortola, West Florida This preliminary list of appeals was constructed from index entries in the Acts of the Privy Council, Colonial Series (APC), beginning with the year 1674 and ending with 1783. The focus is on appeals or petitions for leave to appeal with a definite lower court decision. A list by colony and section number of matters indexed as appeals but for which no lower court decision is apparent is provided for each volume of the APC. A smattering of disputes, not indexed as appeals (and so noted in this list), are included if the APC abstract uses appeals language. Prize cases are not included if the matter was referred to the Committee for Hearing Appeals on Prize. Appeals are listed according to the location in the margin note unless otherwise explained. The spelling of the names of parties is accepted as presented in the APC abstracts. Appeals with John Doe or Richard Roe as named parties are treated as if those parties were individuals. Significant doubt about the identity of the respondent(s) results in the designation ‘X, appeal of” as the name of the case. Given the abbreviated nature of the abstracts, additional research in the Privy Council registers, in genealogical records, and on matters of procedure will be needed to clarify the case names throughout and establish their accuracy. If the APC only uses wording such as “petition of John Jones referred,” the action was not assumed to be an appeal. -
Contents Georgia Standards of Excellence
Featured Historical Figure Teaching Guide Tomochichi (ca. 1644-1739) Tomochichi and Toahahwi, 1739. From Georgia Historical Society, Foltz Photography Studio Photographs, MS 1360. Description: This teacher guide was developed to accompany the Tomochichi Featured Historical Figure pages on the Georgia Historical Society Website (http://georgiahistory.com/education- outreach/online-exhibits/featured-historical-figures/tomochichi/). Contents Georgia Standards of Excellence .................................................................................................................... 2 Suggested Vocabulary Terms ......................................................................................................................... 3 Classroom Activity: Tomochichi and the Practice of Gift Giving .................................................................. 4 Writing Activity: Commemorating Tomochichi ............................................................................................ 5 Tomochichi Bibliography .............................................................................................................................. 6 1 Georgia Standards of Excellence Second Grade • SS2H1 Describe the lives and contributions of historical figures in Georgia history. • SS2H2 Describe the Georgia Creek and Cherokee cultures of the past in terms of tools, clothing, homes, ways of making a living, and accomplishments. • SS2G2 Describe the cultural and geographic systems associated with the historical figures in SS2H1 and Georgia’s -
Georgia Historical Society Educator Web Guide
Georgia Historical Society Educator Web Guide Guide to the educational resources available on the GHS website Theme driven guide to: Online exhibits Biographical Materials Primary sources Classroom activities Today in Georgia History Episodes New Georgia Encyclopedia Articles Archival Collections Historical Markers Updated: July 2014 Georgia Historical Society Educator Web Guide Table of Contents Pre-Colonial Native American Cultures 1 Early European Exploration 2-3 Colonial Establishing the Colony 3-4 Trustee Georgia 5-6 Royal Georgia 7-8 Revolutionary Georgia and the American Revolution 8-10 Early Republic 10-12 Expansion and Conflict in Georgia Creek and Cherokee Removal 12-13 Technology, Agriculture, & Expansion of Slavery 14-15 Civil War, Reconstruction, and the New South Secession 15-16 Civil War 17-19 Reconstruction 19-21 New South 21-23 Rise of Modern Georgia Great Depression and the New Deal 23-24 Culture, Society, and Politics 25-26 Global Conflict World War One 26-27 World War Two 27-28 Modern Georgia Modern Civil Rights Movement 28-30 Post-World War Two Georgia 31-32 Georgia Since 1970 33-34 Pre-Colonial Chapter by Chapter Primary Sources Chapter 2 The First Peoples of Georgia Pages from the rare book Etowah Papers: Exploration of the Etowah site in Georgia. Includes images of the site and artifacts found at the site. Native American Cultures Opening America’s Archives Primary Sources Set 1 (Early Georgia) SS8H1— The development of Native American cultures and the impact of European exploration and settlement on the Native American cultures in Georgia. Illustration based on French descriptions of Florida Na- tive Americans. -
1 Social Studies, Grade 2 Week 6 (September 21-25, 2020)
Social Studies, Grade 2 Week 6 (September 21-25, 2020) Friday Step 1: Summarize the learning your student has engaged in during the last three weeks of Social Studies. Use the following points to help your student understand that the founding of Georgia was a process and necessitated cooperation, friendship, and leadership amongst Oglethorpe, Tomochichi, and Musgrove. This collaborative work also led to the establishment of Savannah as Georgia’s first city because of its prime location and economic prospects. Use some of the following points to guide your student in synthesizing the information that s/he has learned: • James Oglethorpe, an English settler, was interested in setting up a new colony to provide a way for poor men to avoid debt and prison and be able to live a good life. • Ultimately, military and economic issues were the main factors for creating a new colony, and King George II granted a charter for starting an English colony. • James Oglethorpe and other English settlers, who had skills necessary for the colony’s success, sailed to America. • James Oglethorpe wanted to settle on land that belonged to the Creek Indians. • Tomochichi, Chief of the Yamacraw Indians, became friends with Oglethorpe and allowed colonists to settle on Yamacraw Bluff near Savannah River to trade with the English. • Tomochichi traveled to England and convinced his people the English had good intentions of colonizing the land in Georgia. • Oglethorpe and Tomochichi worked together to develop the major city of Savannah, located on Yamacraw Bluff. • Mary Musgrove, daughter of an English trader and Creek Indian mother, served as a translator for Tomochichi and Oglethorpe and helped the peaceful relationship between Indians and colonists by operating a trading post in Savannah. -
Janas in British East Florida
Florida Historical Quarterly Volume 44 Number 1 Florida Historical Quarterly, Vol 44, Article 13 Number 1 & 2 1965 Janas in British East Florida Kenneth H. Beeson, Jr. Part of the American Studies Commons, and the United States History Commons Find similar works at: https://stars.library.ucf.edu/fhq University of Central Florida Libraries http://library.ucf.edu This Article is brought to you for free and open access by STARS. It has been accepted for inclusion in Florida Historical Quarterly by an authorized editor of STARS. For more information, please contact [email protected]. Recommended Citation Beeson, Jr., Kenneth H. (1965) "Janas in British East Florida," Florida Historical Quarterly: Vol. 44 : No. 1 , Article 13. Available at: https://stars.library.ucf.edu/fhq/vol44/iss1/13 Beeson, Jr.: Janas in British East Florida JANAS* IN BRITISH EAST FLORIDA by Kenneth H. Beeson, Jr. HE SEVEN YEARS’ WAR in Europe offically ended in Paris on February 10, 1763, with England actively solving the Anglo- French contest for colonial and commercial supremacy in North America. France was in a state of bankruptcy. Spain, a long standing opponent of England, suffered defeat and consequent loss of colonial territory. Spain had entered the war at a rather late hour, and England quickly captured Havana and Manila. At Paris, Spain suffered the loss of Florida, fishing rights in Newfoundland waters, and lumber rights in Honduras. England became the undisputed mistress of the seas; George III became the leading monarch in Europe; and for the first time the English flag flew from Canada to the Florida Keys. -
Ireland: an Island of Cultural Variety
1 INTRODUCTION IRELAND: AN ISLAND OF CULTURAL VARIETY Throughout its history, Ulster, the northern province of Ireland, has been a place where many different peoples have left their influence. In the last millennium Vikings, Anglo-Normans, Huguenots, Moravians, Italians, Jews and many others have settled here. The strongest cultural influences, however, have been English, Irish and Scottish, a triple blend that has given Ulster its distinctive character. At the narrowest part, only 13 miles separate Ulster – Ireland’s northern province – and Scotland. The sea has been a bridge rather than a barrier. Almost 2 million people make the crossing by ferry every year. THREE NAMES FOR THE SAME PEOPLE Ulster-Scots, Scotch-Irish and Scots-Irish are three names for a people whose origins can be traced to Scotland. In Ulster, where they settled in large numbers in the 1600s, they are known as the Ulster-Scots. In America, they are known as the Scotch-Irish or Scots-Irish. All three terms have a long pedigree – the earliest recorded use of ‘Scotch-Irish’ can be found in Maryland in 1690. THE SCOTCH-IRISH AND AMERICA Over the centuries Scotch-Irish families have travelled to every corner of the globe in search of new lives and new opportunities. In the United States their influence has been huge and their legacy includes pioneers, presidents, military commanders, religious leaders, educators, philanthropists Only two names appear on the printed Declaration of Independence. and giants of industry and commerce. John Hancock is thought to have had County Down ancestry, while Charles Thomson was born in County Londonderry.