5.0 Alexander Hamilton Willard Home Credits Links Contact Return to... The CorpsEnlisted Men and Engages Isaac White Richard Windsor Alexander Hamilton Willard (1778 - 1865) Private, U.S. Army California Pioneern November 14, 1805, Alexander Willard and George Shannon experienced one of the three most amazing coincidences during the Lewis and Clark Expedition.1 With Colter, they had left "Dismal Nitch" (at today's Megler Point, Washington) the previous day, assigned to look for Baker Bay and also for whites at a trading post or with a ship. Seeing neither any whites nor what they perceived as a bay, Colter returned with the news that while Willard and Shannon camped and awaited the main party. When they were sleeping on a "butifull Sand beech" on the 14th, Indians took their rifles "from under their heads," Clark wrote. The two men "threatened," as Nicholas Biddle added (probably from Shannon's information2), the Indians "with a large party from above." And then, in Clark's account, "Capt. Lewis & party arrived at the Camp of those Indians at So Timely a period that the Inds. were allarmed & delivered up the guns &c." Willard had obviously redeemed himself since July 12, 1804, when he received the worst physical punishment ever given a man in the Corps of Discovery (See "Courts Martial on the Trail.")A Newhampshireman, the brown-haired, dark-complexioned Willard had joined the army as an "artificer" (a craftsman; in Willard's case, a blacksmith) in 1800. He had transferred into the Corps from Fort Kaskaskia in the Illinois country, and likely assisted John Shields, the Corps' primary blacksmith. Clark selected Willard as one of five men to assist him in surveying and marking the portage route around the falls of the Missouri River in July 1805.3 After Clark's party reached three islands upstream from the falls, where they set up a second base camp4--Upper Portage Camp---Willard went out on July 18 to pick up meat the hunters had left. Clark wrote that Willard was 170 yards from the islands when he "was attact by a white [grizzly] bear and verry near being Caught....I collected 3 others of the party and prosued the bear" at it approached the islands and threatened Colter, driving him into the Missouri River. After that, the location was called "White Bear Islands."At Fort Clatsop, Willard suffered a mysterious illness from February through March 1806, complaining of headache, fever, and low spirits. He and William Bratton were sick at the same time, but unlike Bratton, Willard recovered on his own.Clark took Willard in his advance party seeking to buy horses as the Corps moved back up the Columbia River in the spring of 1806, and used him, among others, to carry news back and forth to Lewis about the continuing failure to obtain affordable steeds. Even though well aware of how precious their few horses were, Willard was the man who failed to picket his own recently-obtained animal well enough at The Dalles on April 19. It wandered off and could not be found--earning Lewis's wrath.this 1 text/html 2008-07-19T08:03:27+00:00 Hundreds of interactive illustrations, color photos, and historic art, with in-depth text by today's leading Lewis and Clark scholars. ... The CorpsEnlisted Men and Engages Isaac White Richard Windsor Alexander Hamilton Willard (1778 - 1865) Private, U.S. Army California Pioneern ... www.lewis-clark.org 18 http://www.lewis-clark.org/content/content-article.asp?ArticleID=2634 History-Social Science 1 /content/content-article.asp?ArticleID=2634 80 http 200, OK 89 2008-10-31T17:17:34+00:00 true 5.0 Ian Chadwick's Biography of Henry Hudson, 17th century Elizabethan explorer Introduction Early Years to 1607 First Voyage - 1607 Second Voyage - 1608 Third Voyage - 1609 Fourth Voyage - 1610 Aftermath - 1611-on Sources & Links Short Story (fiction) Maps of Voyages Hudson Family Tree Discussion Forum About Me (bio) My Other Sites The search for a route to the Indies across the poles and through the Northwest Passage Help support the Henry Hudson timeline with a Paypal donation. Text & design copyright ? Ian Chadwick 1992-2007. Protected under international copyright law. All rights reserved. Do not reproduce or copy without prior written permission Net space hosted by: Georgian Net 1 text/html 2008-07-24T19:33:29+00:00 Ian Chadwick's biography of Henry Hudson: maps, timeline and chronology of this 17th century Elizabethan explorer and adventurer. Henry Hudson's four voyages, 1607-1611 on his ships Hopewell, Half Moon and Discovery. A bibliography and links to other Henry Hudson resources. Plus a short story based on Henry Hudson's journal. ... Text & design copyright ? Ian Chadwick 1992-2007. Protected under international copyright law. All rights reserved. Do not reproduce or ... www.ianchadwick.com 20 Henry Hudson, Hudson Bay, Hudson Strait, Northwest Passage, Canada, explorer, sailor, seafarer, 17th century, English adventurer, mariner, marine history, Discovery, Hopewell, Half Moon, Arctic exploration, Elizabethan explorer, manhattan, new world, new york, albany, mutiny, maps, east india company, dutch, 1607, 1608, 1609, 1610, 1611, hudson river, early life, queen elizabeth I, half moon, hopewell, haklyut. http://www.ianchadwick.com/hudson/ History-Social Science 1 /hudson/ 80 http 200, OK 29 2008-10-31T17:17:35+00:00 true 5.0 - This Page Sponsored by: Mr. Jeffrey M. Rigle of Bensalem, PA. click here > Online Exhibitions School Programs Homeschool Programs Distance Learning Programs Travel Speakers Bureau Volunteering Stay up-to-date with the exciting events going on at The Mariners' Museum by signing up for our FREE email newsletter. E-mail Address First Name Last Name Zip Code Exhibitions & CollectionsVisitor InfoLibraryEducational AdventuresImage Collections MembershipShop CopyrightQuestions & CommentsCreditsLocation Contact Us 1 text/html 2008-07-24T19:39:46+00:00 ... Jeffrey M. Rigle of Bensalem, PA. click here > Online Exhibitions School Programs Homeschool Programs Distance Learning Programs Travel Speakers ... www.mariner.org 21 http://www.mariner.org/educationalad/ageofex/ History-Social Science 1 /educationalad/ageofex/ 80 http 200, OK 29 2008-10-31T17:17:36+00:00 true 5.0 Northern California - Wikipedia, the free encyclopedia Northern California From Wikipedia, the free encyclopedia Jump to: navigation, search Yosemite Valley in the Sierra Nevada. Northern California is the northern portion of the U.S. state of California. The region contains the San Francisco Bay Area, the state capital, Sacramento; as well as the substantial natural beauty of the redwood forests, the northern California coast, the Big Sur coastline area, the Sierra Nevada including Yosemite Valley and Lake Tahoe, Mt. Shasta which is the second-highest peak in the Cascade Range, and the Central Valley. Native Americans arrived in Northern California as least as early as 5,000 to 8,000 BCE and perhaps even much before, and successive waves of arrivals led to one of the most densely populated areas of pre-Columbian North America. The arrival of European explorers from the early 1500s to the mid-1700s, did not establish European settlements in Northern California. In 1770, the Spanish mission at Monterey was the first European settlement in the area, followed by other missions along the coast—eventually extending as far north as Sonoma County. Contents 1 Description 2 Significance 3 Geography and climate 4 History 4.1 Historical events to 1847 4.1.1 European explorers 4.1.2 Spanish era 4.1.3 Russian presence 4.1.4 Mexican era 4.1.5 American interest 4.1.6 Beginning of United States era 4.2 Gold Rush (1848-1855) 4.3 Population and agricultural expansion (1855-1899) 5 Population 6 Cities 6.1 Selected cities 7 Educational Institutions 8 Parks and other protected areas 8.1 National Park System 8.2 National Monuments and other federally protected areas 8.3 Other parks and protected areas 9 Counties 10 Regions 11 Communication 11.1 Telephone area codes 12 See also 13 Notes 14 External links [edit] Description The forty-eight California counties within a conventional definition of "Northern California." Definitions of what constitutes "Northern California" can vary. When the state is divided into two areas (Northern and Southern California) the term "Northern California" conventionally refers to the forty-eight counties north of the ten counties of Southern California; the term is also occasionally applied to the area north of the Tehachapi Mountains. Because of California's large size and diverse geography, the state can be subdivided in other ways as well. For example, the Central Valley is a distinct region in itself both culturally and topographically from coastal California, though in Northern versus Southern California divisions, the Sacramento Valley and most of the San Joaquin Valley are usually placed in Northern California. Some residents of far Northern California define their region as encompassing only those areas to the north of the San Francisco Bay Area and Sacramento metropolitan areas. Many residents of the northern third of California, roughly the region north of Chico, regard California as having three divisions. The boundaries of these divisions vary by observer, but residents of this sparsely-populated area generally regard Northern California as the region between Oregon and Chico or Sacramento, with the area somewhere between Fresno and Bakersfield marking the boundary of Central and Southern California. Extreme northern residents have often felt under-represented in 1 text/html 2008-11-01T14:42:39+00:00 ... Northern California is the northern portion of the U.S. state of California. The region contains the San Francisco Bay Area, ... en.wikipedia.org 71 Northern California,Articles with unsourced statements since August 2008,California,Visitor attractions in California,California quarter, reverse side, 2005.jpg,California,1848,2007,2008,Acres,Adams-Onís Treaty http://en.wikipedia.org/wiki/Northern_California History-Social Science 1 /wiki/Northern_California 80 http 200, OK 33 2008-11-01T14:42:39+00:00 true 5.0 Thursday, June 18, 2009 Username: Password: Teachers, Register Here! Forgot Username or Password? Benefits of Registering Sample Clips Video Search Copyright Policy Standards Grants and Fellowship Special Offers C-SPAN Classroom Bulletin Clip of the Week Role of the Vice President Comparing Vice President Joe Biden's duties in the Obama administration to past Vice Presidents. Date: 05/11/2009 Length: 5 min More Info | Watch | Download | Podcast | Help? Search Clips Keyword(s): Advanced Video Search Our Mission: To enhance the teaching of Civics & U.S. Government through C-SPAN's primary source programming. Contact Us | About Us | FAQ's | Register C-SPAN.org | C-SPAN Alert | Video Library | C-SPAN Civics Bus | StudentCam A member of Cable in the Classroom 1 text/html 2009-06-18T13:08:45+00:00 ... Forgot Username or Password? 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Dr. Robert Browning Explains How to Use the C-SPAN Archives Director of the C-SPAN Archives, Dr. Robert Browning talks about some exciting new features on C-SPAN's main web site and C-SPAN's Video Library's web site. Learn about C-SPAN's newly improved video search feature.Learn how to create your own C-SPAN video clips.Learn how to listen to and read all Congressional floor speeches Click here to stream a clip of Dr. Browning's tutorial. Click here to download the clip. C-SPAN Classroom Visits You! C-SPAN's Vice President of Education Relations, Joanne Wheeler, visited C-SPAN Classroom member Bruce Miller's high school government class in February. Mr. Miller teaches U.S. and Virginia Government at Hayfield Secondary School in Alexandria, VA.Watch a short video from this visit. -------------------------------------------------------------------------------------------------- In March, Ms. Wheeler visited C-SPAN Classroom member Eric Henderson's Senior AP government class. Mr. Henderson teaches at West Potomac High School in Alexandria, VA.Watch video of Mr. Henderson discussing how he uses C-SPAN Classroom. C-SPAN Classroom at NCSS 2006 Annual Conference The C-SPAN School Bus was parked inside the exhibit hall for the National Council for the Social Studies Conference in Washington, DC (Dec 1-2), where attendees received information about C-SPAN's education initiatives. On Friday evening, C-SPAN Classroom staff members and former C-SPAN Fellow Dr. Jennifer Morley presented a workshop highlighting the upgraded C-SPANClassroom.org. Saturday morning, C-SPAN Classroom staff members hosted "Breakfast at the Bus," and discussed C-SPAN Classroom resources, including the free Classroom DVD! Contact Us | About Us | FAQ's | Register C-SPAN.org | C-SPAN Alert | Video Library | C-SPAN Civics Bus | StudentCam A member of Cable in the Classroom 1 text/html 2009-06-22T16:14:09+00:00 ... Forgot Username or Password? Benefits of Registering Sample Clips Video Search Copyright Policy Standards Grants and Fellowship Special Offers C-SPAN ... www.c-spanclassroom.org 116 http://www.c-spanclassroom.org/Bulletin.aspx History-Social Science 1 /Bulletin.aspx 80 http 200, OK 577 2009-06-22T16:14:09+00:00 true 4.5 Geographical Association - GTIP Think Piece - Physical Geography (primary) You are not logged in you are here: home >> Projects >> GTIP >> Think Pieces >> Physical Geography (primary) all areas about us news events projects shop journals resources GTIP Think Pieces GTIP Think Piece - Physical Geography (primary) Ben Steel (Manchester Metropolitan University) offers ideas on focusing on physical geography in PGCE sessions.IntroductionPhysical geography in the curriculumWhat is physical geography? Suggested teaching strategiesCreativity and physical geographyA cross-curricular approach to physical geography Bibliography and weblinksJournal abstracts Introduction Geography helps us make sense of the world as a whole. Traditionally, however, geographers have tended to concentrate on the physical or the human aspects in order to simplify a complicated business. Sometimes it is appropriate for teachers to do this in their classrooms, but in the end, the thing that makes geography special is its holistic view of the world.Many believe the primary curriculum should always take this integrated and holistic view. Children do enjoy studying about people. However, there are opportunities to explore and enjoy the physical environment for what it is in its own splendour and glory. Pupils? natural curiosity should be utilised to allow them to explore and be inspired by their immediate physical world and use the wider physical world that is, for the moment, beyond their reach.<<< Back to top Physical geography in the curriculum The links and references to physical geography in the national curriculum (DfEE/QCA, 1999) can be found in the following strands:Knowledge and understanding of placesIdentify and describe what places are like ? landscapesIdentify and describe where places are ? in relation to physical featuresRecognise how places have become the way they are and how they are changing - these places could be ?natural? places ? rivers, coastlines, mountains Knowledge and understanding of patterns and processesMake observations about where things are located and about other features in the environment ? the physical landscape, landforms and featuresRecognise changes in physical features ? vegetation, rivers, coastsRecognise and explain patterns made by individual physical features in the environment (KS2)Recognise some physical processes (KS2)ThemesWater and its effects on landscapes and people, including the physical features of rivers or coasts and the processes of erosion and deposition that affect them.And, opportunities to teach physical geography arise in the following topic areas: Rivers, Coasts, Weather and climate, Locality studies and Environmental geography.<<< Back to top What is physical geography? It can be defined as the study of the spatial and temporal characteristics and relationships of all phenomena within the Earth?s physical environment.In pupils? language ? the ?natural? landscape and features (the things that stand out) ? why things are where they are, how they got there and how they change. ?Physical geography is less a series of facts to be learned than a series of questions about the processes shaping environments? (Lewis, 2005).In teaching aspects of physical geography, trainee teachers should not only instil an understanding of the natural environment but also a critical appreciation of it. This includes:awareness 1 text/html 2008-06-27T12:05:46+00:00 Geographical Association - furthering the learning and teaching of geography ... Suggested teaching strategiesCreativity and physical geographyA cross-curricular approach to physical geography Bibliography and weblinksJournal abstracts Introduction Geography helps us make ... www.geography.org.uk 5 http://www.geography.org.uk/projects/gtip/thinkpieces/physicalgeography(primary)/ History-Social Science 2 /projects/gtip/thinkpieces/physicalgeography(primary)/ 80 http 200, OK 27 2008-10-31T17:17:28+00:00 true 4.0 Introduction Standards Objectives Activities Assessment Resources Teacher's Corner Student Grade Introduction Subject: Social Science Topic: Important Women in History Grade Level: 2 Student Lesson Page- Students Begin Here! Introduction Page Standards Addressed Social Studies: People Who Make a Difference Students in grade two explore the lives of actual people who make a difference in their everyday lives and learn the stories of extraordinary people from history whose achievements have touched them, directly or indirectly. The study of contemporary people who supply goods and services aids in understanding the complex interdependence in our free-market system. 2.5 Students understand the importance of individual action and character and explain how heroes from long ago and the recent past have made a difference in others? lives (e.g. from biographies of Abraham Lincoln, Louis Pasteur, Sitting Bull, George Washington Carver, Marie Curie, Albert Einstein, Golda Meir, Jackie Robinson, Sally Ride). Language Arts: 2.0. Reading Comprehension Students read and understand grade-level-appropriate material. 2.5. restate facts and details in text to clarify and organize ideas 1.0. Writing Strategies Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing considers audience and purpose. They successfully use the stages of the writing process (i.e., pre-writing, drafting, revising, and editing successive versions). Instructional Objectives Students will become familiar with several important women in history and be able to explain why these women are to be remembered. Students will be able to gather data and interpret it into a research paper. Student Activities Teacher Activity Information: Supply your classroom library with books about important women from history (especially Sally Ride, Margaret Thatcher, Rosa Parks, Golda Meir, and Marie Curie). View the internet sites available for you on this page to familiarize yourself with the material. Begin reading aloud chosen grade level biographies. See the "Teacher Corner" page for additional information. More ideas are available at: http://www.greatwomen.org/lcclrmid.htm Introductory Activity One: Students will make "hero cards" which will prepare them for the final project; writing a research paper. Materials: biographies of Sally Ride, Margaret Thatcher, Rosa Parks, Golda Meir, Marie Curie a children's encyclopedia writing paper index cards or construction paper that is cut to the size of index cards fine line markers Before they begin, please have biographies from the library of Sally Ride, Margaret Thatcher, Rosa Parks, Golda Meir, Marie Curie available and write the women's names on the chalkboard. Then post the following four questions on the chalkboard. Tell children to answer the questions as they read: Who is the biography about? When did the person live? Where did this hero live and work? What is one important thing this person did that makes him or her a hero? They will then complete the assignment using the "activities" page. Introductory Activity Two: Student will create a stamp depicting their favorite important woman. Materials: Paper Crayons/Colored Pencils, Felt Pens, etc. Postage stamps honoring people Enabling Activity: This activity involves Clara Barton and her search for a site for the Red Cross. The activity involves map reading 1 text/html 2008-06-25T21:46:14+00:00 ... Introduction Page Standards Addressed Social Studies: People Who Make a Difference Students in grade two explore the lives of actual ... teachers.santee.k12.ca.us 2 http://teachers.santee.k12.ca.us/stotz/ctap/index.html History-Social Science 1 /stotz/ctap/index.html 80 http 200, OK 25 2008-10-31T17:17:17+00:00 true 4.0 Econ-o-mania Econ-o-mania by, Sheri Seaman and Christine Medvetz Introduction | Task | Process | Resources | Evaluation | Conclusion | Glossary | Teacher Info Introduction Welcome to the wild world of Econ-o-mania! I am your guide, Econ O. Mist. Please call me Econ for short. I will lead you through Econ-o-mania. Econ-o-mania is where you will wander through wants and needs, grasp goods and services, create consumers and producers, and recognize resources. What might you ask are all of these interesting things? Well, follow me on this jazzy journey through Econ-o-mania! Let's go to Econ-o-mania All Done, Take me Home The Task You will learn about economics by visiting the places in Econ-o-mania. Your final mission, should you choose to accept it, is to become the Vice-President of Production in the land of Econ-o-mania. In order to receive this promotion, your group will be responsible for creating a good or service. You will be given a list of available materials, and several options for presenting your final product. Your final presentation can be a KidPix slide show, a poster created on the computer or paper, a written proposal, or a finished product using the materials found in your box. If you are successful, your group will be promoted to the Vice-Presidency and receive a prestigious award! If you are ready to go, click on Econ. All Done, Take me Home The Process Day 1 Wandering Through Wants and Needs Day 2 Goods and Services Corral Day 3 Production and Consumption- The Lemonade Stand Day 4 Rockin' Resources Restaurant Day 5 The Final Challenge All Done, Take me Home Wandering Through Wants and Needs Yippee! You have just arrived at the Mall of Econ-o-mania. At this mall you can find anything your heart desires. Before you go in, you need to understand Wants and Needs. Needs are things people must have in order to live. For example, food and water are things I need to survive. Wants are things people would like to have. For example, I wish I had a swimming pool in my backyard. Before you leave on your journey, print the Wants and Needs worksheet to record your purchases. We will give you $300. $200 must be spent on things you Need. Only $100 can be spent on Wants. Please use your money wisely. Enjoy your day at the Mall of Econ-o-mania. Bye-Bye All Done, Take me Home Goods and Services Corral Howdy Partner! I'm happy to say you've arrived at the Goods and Services Corral. Before you leave the corral, you need to know the following. A Good is something people want that you can hold or touch. Some examples are an apple, a rug, or a hairbrush. A Service is something people do for other people. Some examples are a barber cuts hair, teacher educates students, or police officer protects people. Before you start on your own, you will need to work with a group of students or your entire class. Brainstorm all the services that 1 text/html 2008-06-25T22:01:45+00:00 This webquest is about economics and includes wants and needs, goods and services, consumption and production, and resources. It is written for 2nd and 3rd grade students. ... I am your guide, Econ O. Mist. Please call me Econ for short. I will lead you through Econ-o-mania. Econ-o-mania ... cte.jhu.edu 3 put,lesson,title,task,webquest,process,learners,evaluation,introduction,resources,section,conclusion,describe,steps,document,name,teachers,student,remember,information,students,describing http://cte.jhu.edu/techacademy/fellows/medvetz/webquest/index.html History-Social Science 1 /techacademy/fellows/medvetz/webquest/index.html 80 http 200, OK 31 2008-10-31T17:17:18+00:00 true 4.0 California Gold Rush - Wikipedia, the free encyclopedia California Gold Rush From Wikipedia, the free encyclopedia Jump to: navigation, search History of California To 1899 Gold Rush (1848) American Civil War (1861-1865) Since 1900 Maritime Railroad Slavery Los Angeles Sacramento San Diego San Francisco San Jose The California Gold Rush (1848–1855) began on January 24, 1848, when gold was discovered by James Marshall at Sutter's Mill in Coloma, California.[1] News of the discovery soon spread, resulting in some 300,000 men, women, and children coming to California from the rest of the United States and abroad.[2] These early gold-seekers, called "forty-niners," traveled to California by sailing ship and in covered wagons across the continent, often facing substantial hardships on the trip. While most of the newly-arrived were Americans, the Gold Rush attracted tens of thousands from Latin America, Europe, Australia and Asia. At first, the prospectors retrieved the gold from streams and riverbeds using simple techniques, such as panning. More sophisticated methods of gold recovery were later developed that were adopted around the world. Gold, worth billions of today's dollars was recovered, which lead to great wealth for a few. However, many returned home with little more than they started with. The effects of the Gold Rush were substantial. San Francisco grew from a tiny hamlet of tents to a boomtown, and roads, churches, schools and other towns were built throughout California. A system of laws and a government was created, leading to the admission of California as a state in 1850. New methods of transportation developed as steamships came into regular service and railroads were built. The business of agriculture, California's next major growth field, was started on a wide scale throughout the state. However, the Gold Rush also had negative effects: Native Americans were attacked and pushed off traditional lands, and gold mining caused environmental harm. Sailing to California at the beginning of the Gold Rush Contents 1 Overview 2 Forty-niners 3 Legal rights 4 Development of gold recovery techniques 5 Profits 5.1 Path of the gold 6 Effects 6.1 Immediate effects 6.2 Long-term effects 7 Geology 8 See also 9 Notes 10 References 11 Further reading 12 External links [edit] Overview California goldfields in the Sierra Nevada and northern California The Gold Rush started at Sutter's Mill, near Coloma.[3] On January 24, 1848 James W. Marshall, a foreman working for Sacramento pioneer John Sutter, found pieces of shiny metal in the tailrace of a lumber mill Marshall was building for Sutter, along the American River.[4] Marshall quietly brought what he found to Sutter, and the two of them privately tested the findings. The tests showed Marshall's particles to be gold. Sutter was dismayed by this, and wanted to keep the news quiet because he feared what would happen to his plans for an agricultural empire if there were a mass search for gold.[5] However, rumors soon started to spread and were confirmed in March 1848 by San Francisco newspaper publisher and merchant Samuel Brannan. The most famous quote of 1 text/html 2008-07-01T22:21:32+00:00 ... While most of the newly-arrived were Americans, the Gold Rush attracted tens of thousands from Latin America, Europe, Australia and ... en.wikipedia.org 10 California Gold Rush,Featured articles,Media help,Spoken articles,En-California Gold Rush Part 1.ogg,En-California Gold Rush Part 1.ogg,California history,1906 San Francisco earthquake,2006,2008,2009 http://en.wikipedia.org/wiki/California_Gold_Rush History-Social Science 1 /wiki/California_Gold_Rush 80 http 200, OK 80 2008-10-31T17:17:30+00:00 true