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Italian Art Grades 6-12
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1 Distance Learning at the Cleveland Museum of Art Italian Art Grades 6-12 This packet includes: TEACHER INFORMATION GUIDE:... 2 PROGRAM OBJECTIVES:... 2 NATIONAL EDUCATION STANDARDS:... 2 PRIOR TO THE PROGRAM (PRE-REQUISITES):... 3 SELECTED VOCABULARY:... 3 TEACHING EXTENSIONS:... 4 TEACHER RESOURCES:... 5 Websites... 5 Print Material:... 5 STUDENT ACTIVITIES BEFORE THE PRESENTATION... 6 MAP OF ITALY... 6 WHO, WHAT, WHEN: PEOPLE AND EVENTS IN ITALIAN HISTORY... 7 RESEARCH AND CLASS PRESENTATION... 8 COGNATES --- PAROLE SIMILI... 9 ENRICH YOUR VOCABULARY ACTIVITY DURING THE PRESENTATION RENAISSANCE ARTIST COMMISSION ACTIVITY POST- PRESENTATION ACTIVITIES VERO O FALSO TRUE AND FALSE GROUP OR INDIVIDUAL PRESENTATIONS ANSWER KEYS: TIMELINE ANSWER KEY ENRICH YOUR VOCABULARY ANSWER KEY QUIZ ANSWER KEY WRITING ABOUT ART SELECTED IMAGES USED IN THE VIDEOCONFERENCE Teacher note: Please provide students with copies of the study guide and a pen or pencil to take notes during the lesson.
2 Teacher Information Guide: Distance Learning at the Cleveland Museum of Art Italian Art Grades 6-12 Program Objectives: 1. Students will learn about the forms and functions of Italian art by looking at a broad survey of images found in The Cleveland Museum of Art. 2. Students will consider what messages the objects communicate about the society that made them. 3. Students will discover how the artist s role in choosing subjects changed over time. Italy has a long and rich tradition in the visual arts, but what do these images communicate about the country s history? This lesson provides a survey of Italy s artistic heritage by exploring why particular subjects were depicted in sculptures, paintings and decorative arts. Students will learn how factors such as patronage and subject matter convey some of the ideals and events important to residents throughout Italy in the last two thousand years. The objects shown range from decorative arts made by the ancient Etruscans to a print created by Boccioni, a proponent of the Italian Futurist movement in the early twentieth century. Optional Italian language presentation is available by request. National Education Standards: For Fine Arts - Visual Arts (grades 5-8, 9-12): Understanding and Applying Media, Techniques, and Processes Understanding the Visual Arts in Relation to History and Cultures Making Connections Between Visual Arts and Other Disciplines For Language Arts - English (grades K-12): Reading for Perspective Reading for Understanding Evaluation Strategies Communication Skills Communication Strategies Applying Knowledge Developing Research Skills
3 Multicultural Understanding For Language Arts Foreign Languages (grades K-12): Communication - Communicate in Languages Other Than English Cultures - Gain Knowledge and Understanding of Other Cultures * if presented in Italian Connections - Connect with Other Disciplines and Acquire Information Comparisons - Develop Insight into the Nature of Language and Culture For Social Sciences World History (grades 5-12): Era 2: Early Civilizations and the Emergence of Pastoral Peoples, BCE Era 3: Classical Traditions, Major Religions, and Giant Empires 1000 BCE-300 CE Era 4: Expanding Zones of Exchange and Encounter, CE Era 5: Intensified Hemispheric Interactions, CE Era 6: The Emergence of the First Global Age, Era 7: An Age of Revolutions, Era 8: A Half-Century of Crisis and Achievement, Prior to the Program (Pre-requisites): 1. Students will review the geography of Italy by identifying specific cities and regions on a map. During the lesson, they will add artists names near the corresponding places where they lived or worked. 2. Complete the timeline included with the study guide. 3. Research some of the topics listed in the study guide. Selected Vocabulary: Atmospheric Perspective Artists create the illusion of distance in a painting with atmospheric perspective by making objects in a landscape appear smaller, hazier, and less intensely colored as they recede toward the horizon line. Futurism An early twentieth-century artistic movement characterized by works of art made in non-traditional forms by artists who sought to represent the movement and dynamism of the machine age. Horizon Line The line where the earth meets the sky in a painting or drawing. In artwork, it is also the viewer s eye level. Humanism The study of human interests and ideals -- a topic of great interest during the Renaissance era (15 th and 16 th centuries).
4 Metaphor A figure of speech in which one object is compared to another, dissimilar object. Muse A source of inspiration; a reference to nine goddesses of Greek mythology who presided over literature, the arts and sciences. Myth A tale; legend. Patron A person, group or institution that purchases art and/or commissions a work of art or architecture. Personification An idea, quality or object attributed to a specific representation of the human figure. Teaching Extensions: 1) Analysis of an individual work of art: Singly or in groups, students could choose one of the Italian paintings or sculptures from the lesson that represents a specific period in Art History (i.e. Ancient, Medieval, Renaissance, Baroque, 18 th Century, Impressionist, Futurist, etc.). Give a PowerPoint presentation to the class about the period, the artist, the stylistic characteristics of the work of art, and tell the class why you have chosen it. All the students in the group must actively participate. The other students must take notes for later discussions. For images, consult the CMA website: 2) Compare and Contrast works of art: Using the images provided in this package or available on the CMA website (www.clevelandart.org), students should look again at the paintings by Berlinghiero, Botticelli, and Modigliani. As a class or in groups, students can discuss the main characteristics of these paintings and their differences in terms of style, technique and subject. Students should consider how the date of these paintings affected the subject chosen and the artist s presentation of it. 3) Historical Analysis: Singly or in groups, students prepare a PowerPoint presentation about a period in the history of Italian art which they select. They should include information about the main social, political, and economic issues and events of the period and describe how these are reflected in specific works of art or architecture from the time (at least three examples). They should also provide information about the painters, sculptors, or architects of the three images they choose. They will prepare a quiz to be taken by their classmates at the end of the presentation. 4) Language Arts or Visual Arts: Based on Castiglione s description of the Qualities of a Gentlewoman, have students describe (in a short essay or poem) or depict a possible ideal companion portrait to Lotto s Portrait of a Man, mentioning or representing appropriate costume and symbols and setting.
5 Teacher Resources: Websites: For classical mythology see: For Medieval Art see: For Castiglione see: https://scholarsbank.uoregon.edu/xmlui/bitstream/handle/1794/671/courtier.pdf For student-produced websites on the Renaissance, search: For Renaissance Art and Architecture see: For modern art see: Print Material: Stokstad, Marilyn. Art: A Brief History. New York: Harry N. Abrams, Inc., 2000 Wilkins, David G. et al. Art Past, Art Present. New York: Prentice-Hall and Harry N. Abrams, Inc., 1997 Bulfinch, Thomas. Myths of Greece and Rome. New York: Viking Penguin Inc., 1979 This lesson was developed by Elda Borroni and Susan Martis, Cleveland, Ohio.
6 THE CLEVELAND MUSEUM OF ART DISTANCE LEARNING: ITALIAN ART STUDENT ACTIVITIES BEFORE THE PRESENTATION MAP OF ITALY On the map, identify and write down the locations for the following cities and regions of Italy: Rome, Lucca, Florence, Naples, Pompeii, Venice, Milan, Etruria, and Tuscany. During the distance learning lesson, write down the name of the artists discussed near the name of the city or region where they were born or worked.
7 Who, What, When: People and Events in Italian History First, find and write down the date(s) for the person, accomplishment or event listed in the column on the right. Second, use these dates to determine where these topics fit on the timeline in the left column and fill them in. (People and events in the right-hand column do not follow a chronological order.) Timeline 1000 B.C. Sleep and Death Cista Handle, Etruscan B.C. Berlinghiero, Virgin and Child Enthroned, c Date Botticelli, Virgin and Child with Young John the Baptist, c Lorenzo Lotto, Portrait of a Man, c Caravaggio, Crucifixion of St. Andrew, c Canova, Terpsichore, 1816 Homer wrote the Iliad Marcus Aurelius reign Emperor Constantine s reign Fall of the Roman Empire Fall of the Byzantine Empire Beginning of the Middle Ages Dante wrote the Divine Comedy Beginning of the Renaissance Protestant Reformation DaVinci painted The Last Supper Columbus discovered America Baroque Era (beginning) The Enlightenment (Illuminismo) Counter Reformation U.S. Declaration of Independence Unification of Italy World War I The rise of Fascism in Italy World War II Carlo Bugatti, Table, Tea Set and Salver, 1907 Modigliani, Portrait of a Woman,
8 RESEARCH and CLASS PRESENTATION Prior to the Distance Learning presentation, each student could give a 3-4 minute presentation (Power Point presentations are recommended) on a topic chosen from the list below. Classmates will listen attentively, take notes, and ask questions. Each student could also design a quiz to be given at the end of all the presentations. The Etruscans (gli etruschi) Sarpedon (Sarpedone) Marcus Aurelius (Marco Aurelio) Emperor Constantine (Imperatore Costantino) The Middle Ages (Il Medioevo) Baldassare Castiglione, Il libro del cortigiano The Italian Renaissance (Il Rinascimento italiano) Counter Reformation (Controriforma) Baroque (Il barrocco) Apollo and Daphne (Apollo e Dafne) The Enlightenment (Illuminismo) Discovery of Pompeii (scoperta di Pompei) St. Andrew (San Andrea) Other topics could be chosen with the teacher s permission. Evaluation (total points 100): Delivery.. 25% Accuracy and Interest 25% Creativity. 25% Quiz. 25%
9 COGNATES --- PAROLE SIMILI Can you guess the meaning of these words? In the space provided write the English equivalent. 1. bronzo 2. Realismo 3. dettagli 4. pensativo 5. La Vergine 6. simbolo di spiritualità 7. Umanesimo 8. drammatico 9. crocifisso 10. cristianesimo 11. scultura 12. lira (strumento musicale) 13. bicicletta 14. Futurismo 15. oggetto Define the word metafora and give at least one example:
10 ENRICH YOUR VOCABULARY Give your best guess of the English translation of the following words. 1. impugnatura 2. scattola 3. sonno e morte 4. gioielli 5. saggio 6. drappeggio 7. ritratto 8. pala d altare 9. sottili e allungati 10. naso affilato 11. sfumature 12. chiaroscuro 13. pittura a olio 14. prospettiva aerea 15. lo sfondo 16. paesaggio 17. mecenate 18. richezza 19. trifoglio, gelsomino 20. comportarsi (bene or male) 21. contrasti di luce 22. ombra 23. sfuggire 24. colori vivaci 25. curvo e piegato 26. maschere africane 27. personaggi
11 ACTIVITY DURING THE PRESENTATION Use this handout to follow the Distance Learning presentation and to take notes about some of the most important characteristics of each piece. Remember that during the presentation you should look, listen, and ask questions. Writing down a few notes will help you recall the facts afterwards. Ancient Art in Italy Arte Antica Italiana Sleep and Death Cista Handle; Etruscan; B.C. (Sonno e Morte) Emperor as Philosopher; possibly Marcus Aurelius; late 2 nd century; (Marco Aurelio; tardo secondo secolo) Head of a Man; Roman (Testa d uomo; scultura romana) The Middle Ages ( ) Il Medioevo Virgin and Child with Saints; c. 1230; Berlinghiero (La Vergine con bambino in trono) The Renaissance (end of 1300 and to 1550) Il Rinascimento (l Umanesimo) Virgin and Child with young John the Baptist; c. 1490; Botticelli (La Vergine e il Bambino con il giovane Giovanni Battista) Portrait of a Man; c. 1535; Lorenzo Lotto (Ritratto d Uomo)
12 The Baroque Era ( ) Il Barrocco Crucifixion of St. Andrew; 1609; Caravaggio (Crocifissione di San Andrea) The Eighteenth Century Tardo 700 e principio del 800 Terpsichore, 1816; Antonio Canova Late Nineteenth and Early Twentieth Centuries Tardo 800 e principio del 900 Table, Tea Set and Salver; 1907; Carlo Bugatti (Tavolo, Servizio da tè e Vassoio) Portrait of a Woman, , Modigliani (Ritratto di donna) "Carlton" Room Divider/Bookcase, designed in 1981, designed by Ettore Sottsass
13 RENAISSANCE ARTIST COMMISSION ACTIVITY During the video conference, the students will see examples of artists who worked for wealthy patrons during the Renaissance. Lorenzo Ghiberti is one example of an artist who was commissioned in this manner. Gates of Paradise, Doors of Florence Baptistry, Lorenzo Ghiberti, , Florence, Italy gilded bronze, individual reliefs: 31 ¼ inches square Lorenzo Ghiberti was most famous in his lifetime for his work on the Doors of the Florentine Baptistery, commonly known as the Gates of Paradise. These doors stand over 15 feet tall, and are cast in gilt bronze, which is bronze with a thin layer of gold over the surface. The doors on the building now are actually copies of the original panels which are now in the Duomo museum for safekeeping. The 10 panels of the doors depict scenes from the Old Testament. The panels are included in a richly decorated gilt framework of foliage and fruit, many statuettes of prophets and 24 busts. Lorenzo was commissioned by a patron who supported him monetarily for this specifically ordered work, when he was twenty-one years old. The other artist selected to work on the doors, Filippo Brunelleschi, deserted the project, leaving Lorenzo to construct the doors himself with the help of the artists and apprentices in his workshop. Lorenzo rediscovered an ancient casting technique called lost wax casting to make the panels, first carving the image in wax, then encasing it in a clay or plaster mould and melting off the wax so the bronze can be poured in. Working in this way, it took Lorenzo twenty-one years to complete the doors, which were viewed as an instant classic. It was the artist Michelangelo who first called them The Gates of Paradise, shortly after they went on display. ACTIVITY: materials.) (Materials pencils, paper, and possibly colored pencils or other drawing During the videoconference, students may be asked to think of design for a set of doors, but in a contemporary setting (such as a school or other public building) based on the theme of their choice. If desired, this could extend into a post-videoconference activity. The teacher could choose the best design submission, and assign each student a panel to illustrate. Ideally, there should be a panel for each student, but some students could also design borders, or there could be two sets of doors, etc. The finished illustrations could be life-size, and displayed together to show the completed commission.
14 POST- PRESENTATION ACTIVITIES Vero o falso Nello spazio in bianco scrivi V se l asserzione è vera, e F se l asserzione è falsa. (Quiz based on the Distance Learning Presentation) 1. Gli etruschi furono i primi abitanti della Grecia. 2. Marco Aurelio è ricordato come un gran imperatore/filosofo. 3. L arte romana, in particolare la scultura, è conosciuta per il suo realismo. 4. Il soggetto dell arte mediovale è predominantemente mitologico. 5. Il Rinascimento incomincia nel 476 d. C., alla fine del Impero Romano. 6. Nell arte del Medioevo si osserva l influenza bizantina: occhi a mandorla, e colori degli iconi. 7. Durante il Rinascimento, l individuo è concepito come la misura e il centro dell universo. 8. Nell arte del Rinascimento i soggetti religiosi sono completamente abbandonati. 9. Nell arte barrocca si nota l influenza religiosa della Controriforma. 10. Le caratteristiche del Barrocco sono: il contrasto di luce e ombra, il realismo e lo stile drammatico. 11. Il Caravaggio pintò Apollo e Dafne. 12. Nel 1748 gli archeologi scoprirono Pompei e Herculaneum, città sparite sotto il Mediterraneo. 13. Antonio Canova esemplifica lo stile neo-classico. 14. Gli artisti del 800 rigettono la razionalità, l armonia, e le forme classiche. 15. Amadeo Modigliani è famoso per i suoi ritratti femminili; il suo stile dimostra l influenza delle maschere africane.
15 True and False In the blank space, write T if the statement is true; write F if the statement is false. (Quiz based on Distance Learning presentation). 1. The Etruscans were the first inhabitants of Greece. 2. Marcus Aurelius is remembered as a great emperor/philosopher. 3. Roman art, particularly sculpture, is known for its realism. 4. In Medieval art the subject is predominantly mythological. 5. The Renaissance starts in 476 A.D., at the end of the Roman Empire. 6. In Medieval art one notes the Byzantine influence: almond-shaped-eyes, and the colors of Greek icons. 7. During the Renaissance, the individual is conceived as the measure and the center of the universe. 8. In Renaissance art religious subjects are completely abandoned. 9. The Baroque shows the religious influence of the Counter-Reformation. 10. The characteristics of the Baroque are: contrast of light and shadow, realism, and a dramatic style. 11. Caravaggio painted Apollo and Daphne. 12. In 1748 the archeologists discovered Pompeii and Herculaneum, cities that had disappeared under the Mediterranean. 13. Antonio Canova exemplifies the neo-classic style. 14. The artists of the19th century rejected rationality, harmony and the classic style. 15. Amedeo Modigliani is famous for his female portraits; his style shows the influence of African masks.
16 Group or Individual presentations See Teacher Information Packet for Ideas Student Evaluation for each presentation: The students will evaluate the presentation of their classmates using a scale from 1 to 5; 1 being poor, 5 being excellent. Circle the appropriate number. Name of the presenter: Name of the evaluator: 1. Delivery Eye contact, humor, articulation, voice projection 2. Knowledge of the subject matter Clarity of facts; important facts and examples 3. Creativity Attractiveness and appeal of the project 4. Comments:
17 ANSWER KEYS: TIMELINE Answer Key 1000 B.C. Homer wrote the Iliad 800 B.C. Sleep and Death Cista Handle, Etruscan, B.C. Marcus Aurelius A.D. Emperor Constantine A.D. Fall of the Roman Empire 476 A.D. Beginning of the Middle Ages 500 A.D. Berlinghiero, Virgin and Child Enthroned, c Dante wrote the Divine Comedy 1302 Beginning of the Renaissance 14 th c. Fall of the Byzantine Empire 1453 A.D. Sandro Botticelli, Virgin and Child with Young John the Baptist, c Columbus discovered America 1492 DaVinci painted The Last Supper 1497 Protestant Reformation 1517 Lorenzo Lotto, Portrait of a Man, c Counter Reformation 1545 Baroque Era (beginning) 1600 Caravaggio, Crucifixion of St. Andrew, c The Enlightenment 1700 U.S. Declaration of Independence 1776 Canova, Terpischore, 1816 Unification of Italy 1870 Carlo Bugatti, Table, Tea Set and Salver, 1907 Modigliani, Portrait of a Woman, World War I The rise of Fascism in Italy 1922 World War II Homer wrote the Iliad 800 B.C. Marcus Aurelius A.D. Emperor Constantine A.D. Fall of the Roman Empire 476 A.D. Fall of the Byzantine Empire 1453 A.D. Beginning of the Middle Ages 500 A.D. Dante wrote the Divine Comedy 1302 Beginning of the Renaissance 14 th c. Protestant Reformation 1517 DaVinci painted The Last Supper 1497 Columbus discovered America 1492 Baroque Era (beginning) 1600 The Enlightenment 1700 Counter Reformation 1545 U.S. Declaration of Independence 1776 Unification of Italy 1870 World War I The rise of Fascism in Italy 1922 World War II
18 ENRICH YOUR VOCABULARY Answer Key Give the English translation of the following words. 1. impugnatura handle 2. scattola box 3. sonno e morte sleep and death 4. gioielli jewels 5. saggio wise 6. drappeggio drapery, drape 7. ritratto portrait 8. pala d altare altar-piece 9. sottili e allungati thin and long 10. naso affilato thin nose 11. sfumature shades 12. chiaroscuro light dark (chiaroscuro) 13. pittura a olio oil painting 14. prospettiva aerea aerial prospective 15. lo sfondo background 16. paesaggio landscape 17. mecenate patron of the arts 18. richezza wealth 19. trifoglio, gelsomino clover, jasmine 20. comportarsi (bene or male) to behave 21. contrasti di luce contrast of light and dark 22. ombra shade 23. sfuggire to run away 24. colori vivaci brilliant colors 25. curvo e piegato crooked and bent 26. maschere africane African masks 27. personaggi characters 18
19 Quiz Answer Key Answer Key for quiz in Italian: 1. F; 2. V; 3. V; 4. F; 5. F; 6. V; 7. V; 8. F; 9. V; 10. V; 11. F; 12. F; 13. V; 14. V; 15. V Answer Key for quiz in English: 1. F; 2. T; 3. T; 4. F; 5. F; 6. T; 7. T; 8. F; 9. T; 10. T; 11. F; 12. F; 13. T; 14. T; 15. T This distance learning lesson was written by Dr. Susan Martis and Elda Borroni, Cleveland, Ohio. 19
20 Writing About Art Learning to write about art is a helpful tool in understanding it. Once the observer knows what to look for in a piece of artwork, it becomes easier to both write about and understand the work. Listed below is a guideline that will help you. Questions to ask yourself as you write: 1. What do you see? What is this picture about? People Objects Scene time and place Action what is going on? 2. How is the work made? What materials, tools, or process are used? What elements has the artist manipulated? The following list may be helpful. Oil, watercolor, pastel, ink, clay Palette knife, brush, pen, chalk, etching, screen printing Color, light, line, shape, space 3. How does the work make you feel? Happy, sad, anxious, angry, nostalgic, adventurous Are the brushstrokes rough or smooth, or are they evident at all? Are the colors hot or cool Is the subject matter active or quiet? Are the lines flowing, irregular, or discontinuous? In addition to analyzing the work, it is also important to do a little research about the artist such as when and where the artist lived. What were some of the things the artist was concerned about and how is this apparent in his or her work? Were there things in the artist s life that inspired him or her? In short: 4. What can you learn about the artist? What country is the artist from? What can you find out about his or her experiences? What ideas or feelings is the artist suggesting? Finally, play the role of the art critic. Art criticism is based on a number of things. Think, for example, about the style the artist is using. You may want to consider the following approaches the artist may have taken: Realism: The artist accurately describes the subject matter the art looks real. Formalism: The artist has experimented with shape, color, space in an unusual way. Now put it all together! You decide - has the artist succeeded in doing what you think he or she tried to do? 20
21 SELECTED IMAGES USED IN THE VIDEOCONFERENCE Italian Art Berlinghiero, Virgin and Child with Saints, 1230 Tempera and gold leaf on poplar panel, The Cleveland Museum of Art Etruscan, Sleep and Death Cista Handle B.C. Bronze, The Cleveland Museum of Art 21
22 Sandro Botticelli, Virgin and Child with Young John the Baptist, Tempera and oil on wood, The Cleveland Museum of Art Lorenzo Lotto, Portrait of a Man, 1535 Oil on Canvas, The Cleveland Museum of Art 22
23 Amedeo Modigliani, Portrait of a Woman, Oil on canvas, The Cleveland Museum of Art Table, Tea Set and Salver, designed by Carlo Bugatti (Italian, ), c , The Cleveland Museum of Art 23
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Grille Inserts, Black; 97-06 Jeep Wrangler TJ
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text:
Origins of the Republic
Fort Oswego Attack:
During the Battle of Fort Oswego (August 10–14,1756), the French under General Montcalm captured the fort and effectively interrupted the British presence on Lake Ontario. By March of 1757, the French had established a settlement behind the fort walls, and had come to friendly terms with the villagers. Indian scouts working for the British had reported increased troop numbers, and the British thought the French would attack them again. The British laid out a plan to call for the bombardment of the fort. The fort and village were pounded on 23 October 1757. People in the area began to feel that the British disliked the colonists, and were suspicious of British soldiers.
Meeting of New York:
In January 7, 1758, 17 delegates from the British colonies of New York, New Jersey and Pennsylvania met at a Manhattan hall to discuss sending a letter to the British King, George II, for autonomy in the area. This was done in response to the Fort Oswego Attack. When British soldiers learned of the attack, they were sent to fire on the delegates. 11 men were shot, two died and a bystander was also killed. The people in the city became rowdy and this led to a mob of about 80 people protesting. The soldiers fired on these people and as many as 38 were killed. News of the massacre reached other parts of New York colony and New Jersey. Many citizens began to show hatred towards the soldiers and the army had trouble controlling the area. by January 25, many towns were in protest, and a major desertion occurred in which 1800 British soldiers left the army tro join the protestors.
French Support:
On February 3rd, the French gave their support to the independence movement. The British feared a loss of their remaining North American colonies if they suppressed the independence movement. By the 14th of February, the stage was set for Independence. Independence was proclaimed on February 15, 1758.
North American Republic
John Bradstreet, a former Major General in the British army, became the first president of the North American Republic. He was President from 15 February 1758 to December 3rd, 1759. Bradstreet wanted no connections with Britain whatsoever and alienated many moderates in the republic. He was deposed on December 3rd, and the country fell into a period of chaos. Horatio Lloyd Gates (1727-1806) became the next president, serving until March 17, 1760. Gates had been aligned with former President Bradstreet and was killed in a coup by General Israel Putnam. He Served from March 17, 1760 to April 23, 1763. He legislated the creation of the State Bank of North America, which issued the first copper cent and two-cent pieces, as well as the three-shilling note (12 cents = 1 shilling). He was an old man when he came to power, and he was deposed by General George Washington, army commander, on April 23, 1763. Washington was a strong leader, and reduced the army's size to 4000 men. e planned a large capital at New York City, and plans were underway by 1767. When the British army found out about the low numbers of the republican army, they planned an invasion in the coming months.
End of the republic
On July 11, 1768, a British force of 11,000 men landed near present-day Perth Amboy, NJ and marched north towards New York City. The whole republican army of 4500 men under the command of Bradstreet and Nathanael Greene marched to stopped them. At the Battle of New York, the republic was outnumbered and defeated within two hours. The British triumphantly marched into New York City and proclaimed the end of the republic. By then, Bradstreet had defected and joined the British army.


text:
ROCKLAND — The public library, official sponsor of Poetry Month Rockland, announced that poetry events will take place around Rockland on Wednesday, April 6: Rhymetime Storytime for children, 10:30 a.m. Wednesdays, April 6, 13, 20 and 27, Children's Room, Rockland Public Library. Fireside Lunchtime Poetry series, noon Wednesdays in the …
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text:
Son of a Gun
When 19-year-old petty thief JR runs afoul of a vicious gang in prison, he's offered protection by notorious inmate Brendan Lynch. But there's a price: After JR is released, he must break Lynch out of jail and help pull off a brazen gold heist.
Rent DVDs for only $4.99 a month.
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- Suspenseful, Exciting
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DVD details
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text:
Would you like to save as your currency permanently or for this visit only?
It is a very nice privately owned hotel, with very nice personel. They also offer tasty authentic local cousine, which is freshly made. The owner was very communicative and helpfull. The village, where the hotel is located, is not one of the best and the last meters of the road to the hotel are quite bumpy, however, this did not bother us and we had a very pleasant stay at the Bucovina Lodge. We would stay there again.
If you want a place where to go in Bucovina, then this location should be first on your list. It is an excellent pension with a beautiful view of the mountains, the owners are very nice and communicative persons. Everything is great, so other comments are of no use. For sure we will come back.
very big room with balcony, large & comfortable public areas, hospitality the village has no restaurants. you may eat in the hotel or out of village
We found the B & B to far exceed our expectations. It was in a lovely location overlooking the town of Vama and the surrounding hills. It was more like a lovely big country house. Our room was spacious and very clean. The hostess was very welcoming and friendly. She went out of her way to provide us with information about the surrounding area. We were made to feel very welcome and would definitely recommend Bucovina Lodge to anyone visiting the area. An added bonus is having parking available in the yard.
Rooms are very clean, family atmosphere, great view from the window poor-quality road to the hotel
The location was perfect, the hotel was perfect, the services too.
The location is excellent. The mountains, weather conditions and the wild nature are sources of relaxation. The room was not clean. We asked to clean it. Compared to the official offer, there was no continental breakfast, only menu 'a la carte' including eggs, butter and tea ??!!. No minibar in the room and only one bathrobe for two persons.
The great location. Compared to my previous stay at Lidana Pension, the problems with Internet connection and with the breakfest quality were solved. The bedrooms and specially the bathrooms were not clean, we found hair on bed furnitures and in the shower cabins. The rooms were not heated continously during the night even outside the temperature was under -4Celsius degrees. Some heating radiators need repair actions.
A very well situated Pension, with modern and new furniture, installations etc. With base in this Pension, one can visit the famous monastery Voronet, as well as Moldovita. The access road of cca. 300-500 m is in a poor condition.


text:
|Message view
|« Date » · « Thread »
|« Date » · « Thread »
|"Paul Joseph Davis (JIRA)" <j...@apache.org>
|[jira] Commented: (COUCHDB-520) Make view indexing commit checkpoints more often
|Wed, 07 Oct 2009 18:47:31 GMT
[ https://issues.apache.org/jira/browse/COUCHDB-520?page=com.atlassian.jira.plugin.system.issuetabpanels:comment-tabpanel&focusedCommentId=12763186#action_12763186 ] Paul Joseph Davis commented on COUCHDB-520: ------------------------------------------- Huh. I read through this code again this morning and you're right. I completely missed that partial_update was doing a send back for delayed_commit. The weird error with timeouts on trying to read a header from these index files worries me though. If Glenn's indexing fails again I'll try seek through that file to figure out what's going on. > Make view indexing commit checkpoints more often > ------------------------------------------------ > > Key: COUCHDB-520 > URL: https://issues.apache.org/jira/browse/COUCHDB-520 > Project: CouchDB > Issue Type: Bug > Components: JavaScript View Server > Affects Versions: 0.11 > Reporter: Paul Joseph Davis > > Add commit headers to indexes when they are huge. This will make indexing huge databases from scratch suck less. -- This message is automatically generated by JIRA. - You can reply to this email to add a comment to the issue online.
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text:
CrossOver 18.104.22.168623 Multilingual MacOSX | 90.65 MB
El Capitan compatible CrossOver Mac 15 is the easiest way to run WeiRuan-->WeiRuan ShiChuang software on your Mac without buying a ShiChuang license, rebooting or using a virtual machine. CrossOver Mac makes it easy to launch ShiChuang programs natively from the dock, and integrates Mac OS functionality like cross-platform copy & paste and shared file systems to your ShiChuang applications.
CrossOver Mac runs ShiChuang productivity software, utility programs, and games all in one application. And without the overhead of a virtual machine, programs and games can run as fast or faster than they would under a ShiChuang operating system.
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text:
As I am sure that everyone has noticed, there has been a decline of activity in the commuity blogs area on Lostpedia. I believe this to be caused by a primary reason...
Everyone who posts in the community blogs section should be very well aware that spoilers are not allowed here! This has been extremely frustrating, especially for those who choose to avoid them. This is not a talk page for spoilers. They have their own discussion forum and those who wish to discuss any spoilers should hang out over there and away from us.
The past few days have been extraordinarily trying on us all, especially due to the posting of spoilers by Dominator722 (new user, indirect, didn't know the rules, edited post and apologized) and Billzfilmz (new user, direct spoiler posting) and Namarmarius (newer user, posted a new blog with a lot of spoilers, I reported him to admin).
Everyone who has been a regular have not been around lately, and I think it is mostly due to spoilers. Personally, I don't care what I know about the spoilers, but everyone else does, and that is why I want to help.
I am going to be vigilant and patrol these posts as much as I can and report any and all spoiler posters. I wish for others to do the same with me. Season 6 is secret for a reason and spoiling it for everyone else is lame and quite immature. If people want to read spoilers, there is a search engine for that. Use it and do not post here. We do not want your posters.
I hope you all decide to stand by me and report the offenders! Desperate times call for desperate measures!


text:
Air Jordan 1 "UNC"
July 8, 2015
It looks like Supreme and Jordan Brand aren't stopping with the 5's. Seen here is a look at the Air Jordan 1 in collaboration with Supreme, sporting a black based upper along with "Sup" on the red Swooshes while 94 is seen in place of the wings logo on the ankle. As for now no word on a release date, stay tuned for more info.
images: realchickenwop


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Crop top fever is pitch high and we're loving this cobalt number that features a halter style ban neck and a back eyelet closure.
Work it - Looks fantastic with a pair of monochrome pants and a plum pout.
Complete the look with the believer heel
Material: Cotton jersey
Halter style ban neck
Back eyelet closure
Machine Wash
Delivery time - 3-6 business days
Returns - If you are not completely satisfied with your purchase, simply write to us within 15 days of receiving your order and we will get the product picked up from your doorstep and issue store credit, refund or exchange the item according to your preference.
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Home / Sporting Goods / Hunting / Scent Elimination / Scent Station Applicators
• Keeps odor contained when not in use
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Manufacturer's Part Number: #03047
Big R SKU: #242396
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So different, in fact, that it took Malcolm Jenkins one year to settle into exactly what the game meant.
Jenkins, in case you had forgotten, isn't exactly a wallflower. In fact, the former cornerback is one of the more confident – and loquacious – players to suit up for the Scarlet and Gray in recent seasons.
But when he was on the sideline for his first installment of The Game in 2005 – Jenkins wasn't a starter his freshman year but played as the team's nickel back – he learned a lot by standing by and watching the Buckeyes' 25-21 comeback win in Ann Arbor.
"That was my first year and I didn't really play in that game, but I just saw the difference in the seniors and the starters in their preparation and their intent as they were playing," he said. "They were really, I could tell, trying to hurt people out there. I could tell they had stepped it up to a whole 'nother level. Just being able to watch it my freshman year was huge for me."
The New Jersey native and current member of the New Orleans Saints went on to star the next three seasons for the Buckeyes, putting up a 4-0 record in the series from 2005-08.
And by the time he was a senior, Jenkins' feistiness came to represent the Ohio State side in the rivalry. On Michigan's first play from scrimmage in the 2008 game Jenkins' senior year, the cornerback bodyslammed U-M wideout Greg Mathews to the ground at the end of the play.
"I remember that," Jenkins said with a grin. "I watch that play from time to time. I remind him when I play him in the (NFL) now.
"I feel it's to a point now where if you're a defensive back or a receiver, if you don't get into some scuffle within the first 10 plays, you're not doing something right, It has to happen. That's just what it is. You come out and you set the tone. That's what kind of game it is."
That might be a little bit over the top – "I don't think I'd do well in a fight," OSU nickel back Tyler Moeller deadpanned – but there's no doubt the intensity will be over the top once the ball goes in the air Saturday at noon in Ann Arbor, and those who haven't been initiated will find out quickly.
Take the example of Moeller, who made his debut in 2007 and remembers the first hard hit he suffered from a Michigan player.
"I forget his name but I definitely remember it," Moeller said. "I was blitzing off the end and I remember I was going to chuck the running back and get to the quarterback and it didn't happen that way. He gave me a pretty hard lick. That's when I knew how tough the game was going to be from then on out. This game is the hardest you've been hit all year.
"Guys who have played the game know that. We need to make sure we address that to the younger guys that this is going to be a tough game so you'd better bring your 'A' game and be physical because it's going to be the toughest game you've played all year."
The feeling is the same no matter where a player is from. Senior left tackle Mike Adams grew up close to the rivalry in suburban Columbus – Dublin, to be exact – and thus heard about The Game from a young age.
"Your first play you're obviously nervous," Adams said. "Your heart's beating a thousand beats a minute. After that first hit, though, everything kind of slows down and you can really focus in. Just the intensity of the whole game is just awesome."
Meanwhile, senior linebacker Andrew Sweat is from outside the state in Washington, Pa. They don't live and breathe the rivalry there, but he learned quickly just what it meant to suit up in the series as a freshman in 2008.
"It was my freshman year and I was on special teams," he said of his debut. "Just the aura around that game. When you run out of the tunnel and see Michigan run out of the tunnel. Obviously I wasn't an Ohio State fan when I grew up – I was from Pennsylvania – but I had so much respect for that game.
"Michigan vs. Ohio State is something special. Everyone realizes that, but once you play in that game and you feel those emotions and feelings, it's just something indescribable."
Many of the players questioned mentioned that you learn quickly that one yard simply means more than one yard when the winged helmets are opposite the silver tops of Ohio State.
As a result, there is a tendency to get too amped up, but the goal is to strike a happy medium between intense, physical and in control of one's self, offensive coordinator Jim Bollman said.
"One of my all time favorite old-time sayings is, 'to play this game on a verge of a rage,'" he said. "And if you get into a rage you may not play it very well. You have got to remember it is a football game. You can go back through the years and everybody wants to play this game to the best of their ability, anyone who has the privilege of playing in this game and you got to really examine how you go about doing that."


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Discussion in 'Want to Buy' started by Kost-95, Sep 2, 2016.
Looking to buy instrument Cluster/Speedometer Tesla Model S PM if you have one for sale.
I have one
how much?
$800 shipped
I have decided to move the price to$600
Ill take it for $500
It's pending sale at $600 if it falls through I'll let you know