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  • [Solved] evidence project

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    [>Machine Learning homework help](https://www.sweetstudy.com/fields/computer-science-machine-learning) cybersecurity ransomware attacks ## **Overview** For this assignment, you will provide a synthesized review of the scholarly literature and address the theoretical foundations or practice orientati…

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    [>Machine Learning homework help](https://www.sweetstudy.com/fields/computer-science-machine-learning)

    cybersecurity ransomware attacks

    ## **Overview**

    For this assignment, you will provide a synthesized review of the scholarly literature and address the theoretical foundations or practice orientation for your study. Your supporting evidence should include:

    – Primary orientation.
    – Efforts to address the problem.
    – Synthesis of evidence.

    Your project questions should illuminate the gap in literature and align with topic, problem, and evidence.

    Refer to the [Virtual ResidencyLinks to an external site.](https://lat.strategiced.com/redirect?linkid=5067 "Select this link to launch this material in a new window.") Campus page for your PhD or Professional Doctorate program's Project Plan Guide. Remember, the Project Plan helps you develop the details of your project. Your work will be viewed through multiple lenses, including those of instructors, peers, the existing literature, and other sources. You should seek out opportunities to improve and refine your work. As you deepen your understanding and add detail to your project, you should expect to make several revisions throughout and beyond this course. Doctoral project planning is an iterative process, with each revision often inspiring further revisions until everything is aligned. These iterations are a necessary and customary part of the doctoral journey.

    ## **Instructions**

    Use your Project Plan Template and guide to complete the following:

    ### **Supporting Evidence**

    – Explain how the proposed study will add or contribute to a better understanding of the theoretical foundation of the problem or contribute to a better understanding of practice.
    – Explain the proposed gap supported by scholarly literature or the practical implications of the proposed study.
    – Synthesize a review of the scholarly literature to expose, explain, and analyze previous scholarly efforts to address the project or problem.

    ### **Project Questions**

    – List one or more project questions that align with the topic, problem, and supporting evidence within the program.
    – Include a list of terms and definitions that relate to the program, topic, problem, gap, program, and project framework.
    – Describe your target population.
    – Describe the background for your study and how your question relates to the background of the study. Discuss previous studies and demonstrate exactly how your project (answering the question, applying to practice) will advance the scientific knowledge base on this topic. Consider the following guidance:
    – Questions should be appropriate for the knowledge gap and current state of knowledge (supporting evidence).
    – Questions are cast using the variables or phenomena under study. The variables or phenomena in the questions are identical to the variables discussed in the problem and specific theory gap.
    – Questions are explicit in naming the type of relationship or phenomenon under study.
    – When answered, questions will make a contribution to theoretical or practical foundations. The contribution to the academic field and to the theoretical foundation must speak to how the relationship among the variables or to the phenomenon addresses the knowledge gap previously identified.

    ## **Additional Requirements**

    – 2 years ago

  • [Solved] Entry plan

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    Develop entry strategy. – 2 years ago

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    Develop entry strategy.

    – 2 years ago

  • [Solved] Education Assignment 3 Web of Possibility and Book Selection

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    Please View Attachment Textbook Galda, L., Liang, L. A., & Cullinan, B. E. (2017). Literature and the child. (9 th ed.). Wadsworth, Cencage Learning American APA PsychologicalAssociation. (2020). Publication manual of the American Psychological Association (7th ed.). – [\ \ Assignment3.jpg](https:…

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    Please View Attachment

    Textbook

    Galda, L., Liang, L. A., & Cullinan, B. E. (2017). Literature and the child. (9 th ed.). Wadsworth, Cencage Learning American

    APA

    PsychologicalAssociation. (2020). Publication manual of the American Psychological Association (7th ed.).

    – [\
    \
    Assignment3.jpg](https://www.sweetstudy.com/files/assignment3-jpg-10170619 "Assignment3.jpg")

    – 2 years ago

  • [Solved] Edu 510 week 4 discussion 2

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    Refer to attached document – 2 years ago **files (3)** – ## Edu510week4discussion2copycopy.docx – ## cf_COURSE_FILE_WEEK_4_DISCUSSION_TEMPLATE.docx – Chapter7edu510.pdf **## Edu510week4discussion2copycopy.docx** This week you will expand on your understanding of how to craft and use classroom …

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    Refer to attached document

    – 2 years ago

    **files (3)**

    – ## Edu510week4discussion2copycopy.docx

    – ## cf_COURSE_FILE_WEEK_4_DISCUSSION_TEMPLATE.docx

    – Chapter7edu510.pdf

    **## Edu510week4discussion2copycopy.docx**

    This week you will expand on your understanding of how to craft and use classroom assessments that are inclusive. After reading Chapter 7, please use this discussion space to share your understanding of Diagnostic Assessment and Formative Assessment in preparation for the Part 3 Assessment Plan due in Week 10.

    Use the
    [sample template [DOC]](https://canvas.strayer.edu/courses/18772/files/10449158?wrap=1) [Download sample template [DOC]](https://canvas.strayer.edu/courses/18772/files/10449158/download?download_frd=1) to guide your discussion and once you complete the template, submit it. Use an in-text citation for each to support your writing.

    **## cf_COURSE_FILE_WEEK_4_DISCUSSION_TEMPLATE.docx**

    ![](https://www.sweetstudy.com/questions/edu-510-week-4-discussion-2) EDU510 – EDUCATIONAL ASSESSMENT

    **Week 4 Discussion 2 – Understanding Assessment – Diagnostic and Formative Sample Template**

    This week you will expand on your understanding on how to craft and use classroom assessments that are inclusive. After reading Chapter 7, please use this discussion space to share your understanding of Diagnostic Assessment and Formative Assessment in preparation for Part 3 Assessment Plan due Week 10.

    Use the sample template to guide your discussion. Use an in-text citation for each to support your writing.

    | | | |
    | — | — | — |
    | | Description | Example |
    | Formative Assessment | | |
    | Diagnostic Assessment | | |

    List below and in numerical order the source(s) used from the Online Strayer Library to meet Strayer Writing Standards.

    © 2022 Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    ## image1.emf

    **Chapter7edu510.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter7edu510-pdf-10170809)

    **Chapter7edu510.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter7edu510-pdf-10170809)

    **## Edu510week4discussion2copycopy.docx**

    This week you will expand on your understanding of how to craft and use classroom assessments that are inclusive. After reading Chapter 7, please use this discussion space to share your understanding of Diagnostic Assessment and Formative Assessment in preparation for the Part 3 Assessment Plan due in Week 10.

    Use the
    [sample template [DOC]](https://canvas.strayer.edu/courses/18772/files/10449158?wrap=1) [Download sample template [DOC]](https://canvas.strayer.edu/courses/18772/files/10449158/download?download_frd=1) to guide your discussion and once you complete the template, submit it. Use an in-text citation for each to support your writing.

    **## cf_COURSE_FILE_WEEK_4_DISCUSSION_TEMPLATE.docx**

    ![](https://www.sweetstudy.com/questions/edu-510-week-4-discussion-2) EDU510 – EDUCATIONAL ASSESSMENT

    **Week 4 Discussion 2 – Understanding Assessment – Diagnostic and Formative Sample Template**

    This week you will expand on your understanding on how to craft and use classroom assessments that are inclusive. After reading Chapter 7, please use this discussion space to share your understanding of Diagnostic Assessment and Formative Assessment in preparation for Part 3 Assessment Plan due Week 10.

    Use the sample template to guide your discussion. Use an in-text citation for each to support your writing.

    | | | |
    | — | — | — |
    | | Description | Example |
    | Formative Assessment | | |
    | Diagnostic Assessment | | |

    List below and in numerical order the source(s) used from the Online Strayer Library to meet Strayer Writing Standards.

    © 2022 Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    ## image1.emf

    **Chapter7edu510.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter7edu510-pdf-10170809)

    **## Edu510week4discussion2copycopy.docx**

    This week you will expand on your understanding of how to craft and use classroom assessments that are inclusive. After reading Chapter 7, please use this discussion space to share your understanding of Diagnostic Assessment and Formative Assessment in preparation for the Part 3 Assessment Plan due in Week 10.

    Use the
    [sample template [DOC]](https://canvas.strayer.edu/courses/18772/files/10449158?wrap=1) [Download sample template [DOC]](https://canvas.strayer.edu/courses/18772/files/10449158/download?download_frd=1) to guide your discussion and once you complete the template, submit it. Use an in-text citation for each to support your writing.

    **## cf_COURSE_FILE_WEEK_4_DISCUSSION_TEMPLATE.docx**

    ![](https://www.sweetstudy.com/questions/edu-510-week-4-discussion-2) EDU510 – EDUCATIONAL ASSESSMENT

    **Week 4 Discussion 2 – Understanding Assessment – Diagnostic and Formative Sample Template**

    This week you will expand on your understanding on how to craft and use classroom assessments that are inclusive. After reading Chapter 7, please use this discussion space to share your understanding of Diagnostic Assessment and Formative Assessment in preparation for Part 3 Assessment Plan due Week 10.

    Use the sample template to guide your discussion. Use an in-text citation for each to support your writing.

    | | | |
    | — | — | — |
    | | Description | Example |
    | Formative Assessment | | |
    | Diagnostic Assessment | | |

    List below and in numerical order the source(s) used from the Online Strayer Library to meet Strayer Writing Standards.

    © 2022 Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    ## image1.emf

    **Chapter7edu510.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter7edu510-pdf-10170809)

  • [Solved] Edu 510 week 4 discussion 1

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    Refer to attached document – 2 years ago **files (1)** – ## Edu510week4discussioncopy.docx **## Edu510week4discussioncopy.docx** In your Week 3 assignment, you had to define the student population for which you will be creating your assessment plan. For this discussion, you will practice your **Self…

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    Assignment Prompt & Instructions

    Refer to attached document

    – 2 years ago

    **files (1)**

    – ## Edu510week4discussioncopy.docx

    **## Edu510week4discussioncopy.docx**

    In your Week 3 assignment, you had to define the student population for which you will be creating your assessment plan. For this discussion, you will practice your
    **Self and Social Awareness** skill as you think about what you learned in researching this population, and respond to the following:

    · What misconceptions did you have about your students before you conducted your research?

    · Have you learned something new about your city and demographics based on the research you have conducted?

    · How can you or other teachers easily misinterpret the skills, ability, and knowledge of your students by simply looking at the demographic make-up of the student population?

    · Are the test results alone enough to determine a students' skills, ability, and knowledge about a topic?

    · Respond to at least one of your classmates.

    · Suggest additional ideas as to how your classmate could ensure an inclusive environment that takes into consideration the many factors that come into play when assessing students' performance.

    **## Edu510week4discussioncopy.docx**

    In your Week 3 assignment, you had to define the student population for which you will be creating your assessment plan. For this discussion, you will practice your
    **Self and Social Awareness** skill as you think about what you learned in researching this population, and respond to the following:

    · What misconceptions did you have about your students before you conducted your research?

    · Have you learned something new about your city and demographics based on the research you have conducted?

    · How can you or other teachers easily misinterpret the skills, ability, and knowledge of your students by simply looking at the demographic make-up of the student population?

    · Are the test results alone enough to determine a students' skills, ability, and knowledge about a topic?

    · Respond to at least one of your classmates.

    · Suggest additional ideas as to how your classmate could ensure an inclusive environment that takes into consideration the many factors that come into play when assessing students' performance.

  • [Solved] Discussion – Small Business Website

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) Find three small business websites. Analyze each website in terms of its trustworthiness. Discuss why you would or would not trust each site. Be specific. 2-3 pages APA format Websites I want to use the below …

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    Assignment Prompt & Instructions

    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

    Find three small business websites. Analyze each website in terms of its trustworthiness. Discuss why you would or would not trust each site. Be specific. 2-3 pages APA format

    Websites I want to use the below websites

    1. https://www.baileysblossoms.com/?srsltid=AfmBOorK2co7Nfx3qXvOJsgaq-a3UDFef8seDBaXn8hVDncCMDDrvAs6

    2. https://rangeusa.com/

    3. https://www.crowntrophy.com/

    ONLY SOURCE – TEXTBOOK ATTACHED. PGS. 152-201

    DUE: FEB. 3

    – [\
    \
    SmallBusinessManagementinthe21stCentury.pdf](https://www.sweetstudy.com/files/smallbusinessmanagementinthe21stcentury-pdf-10170167 "SmallBusinessManagementinthe21stCentury.pdf")

    – 2 years ago

  • [Solved] Discussion P W4

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    Mortality and morbidity rates for infectious diseases vary greatly by geographical location. World Health Organization (WHO) statistics provide striking documentation that deaths due to infectious diseases are much higher in poor countries than in the countries with the highest income levels. It is …

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    Mortality and morbidity rates for infectious diseases vary greatly by geographical location. World Health Organization (WHO) statistics provide striking documentation that deaths due to infectious diseases are much higher in poor countries than in the countries with the highest income levels. It is particularly striking that malaria and tuberculosis are significant causes of death in low-resource countries, whereas these diseases are rarely fatal in wealthy countries. Other infectious diseases that significantly cause death in low-resource countries are pneumonia, diarrhea, and HIV infection. The top ten causes of death in lower and middle-resource countries In lower and middle-resource countries also include lower respiratory infections, tuberculosis, and diarrheal diseases.

    1. Define infection and identify the differences between colonization and infection, giving specific examples of each.

    2. How does infection start, and what is the usual course?

    3. What factors influence the course of an infection? Give specific examples of different trajectories of infection.

    – 2 years ago

  • [Solved] Discussion NT W4

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    Select a research study identified in chapter 13 and go to the literature to find its original source. Describe: a) how the theory of self-reliance is presented in the manuscript, b) what concepts are being studied and c) how the findings guide practice. – 2 years ago

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    Assignment Prompt & Instructions

    Select a research study identified in chapter 13 and go to the literature to find its original source. Describe: a) how the theory of self-reliance is presented in the manuscript, b) what concepts are being studied and c) how the findings guide practice.

    – 2 years ago

  • [Solved] Dis 44

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    [>Anatomy homework help](https://www.sweetstudy.com/fields/biology-anatomy) **Is conflict the main feature of the parent-adolescent relationship? Is this a negative stereotype of teenagers in the media? Argue a case for teenagers using some of the cognitive advances made during adolescence.** – 2 ye…

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    [>Anatomy homework help](https://www.sweetstudy.com/fields/biology-anatomy)

    **Is conflict the main feature of the parent-adolescent relationship? Is this a negative stereotype of teenagers in the media? Argue a case for teenagers using some of the cognitive advances made during adolescence.**

    – 2 years ago

  • [Solved] IDES 312 American Colonial Chapter 16

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    – 2 years ago **files (19)** – ## ch-16-PPTaccessible.pptx – ## IDES312PowerPointInstructions.pptx – IMG_8523.png – IMG_8517.png – IMG_8514.png – IMG_8515.png – IMG_8516.png – IMG_8519.png – IMG_8518.png – IMG_8513.png – IMG_8524.png – IMG_8525.png – IMG_8526.png – IMG_8527.png – IMG_85…

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    – 2 years ago

    **files (19)**

    – ## ch-16-PPTaccessible.pptx

    – ## IDES312PowerPointInstructions.pptx

    – IMG_8523.png
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    **## ch-16-PPTaccessible.pptx**

    Architecture and Interior Design: An Integrated History to the Present

    First Edition

    Chapter 16

    American Colonial

    England, Spain, France, Germany, and Holland 17th – 19th Centuries

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    If this PowerPoint presentation contains mathematical equations, you may need to check that your computer has the following installed:

    1) Math Type Plugin

    2) Math Player (free versions available)

    3) NVDA Reader (free versions available)

    1

    American Colonial

    Beginning late 16th century, European colonists arrive in the New World

    Seeking religious or political freedom, wealth

    English, Spanish, French, Germans & Dutch bring social & cultural traditions of homeland

    Recreate architecture, interiors, furniture, decorative arts knew at home

    Most unaware of high-style Renaissance

    Medieval & vernacular with exception of Spanish

    Settlement patterns originate according to each country’s territorial holdings

    But affected by country’s administration of its colonies

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    2

    England: Concepts & Architecture

    Architecture, interiors, furnishings reflect familiar forms of England

    Vernacular & medieval

    Architecture—public & private–like that of home

    Small, functional, little embellishment

    Settled times—Tudor, Elizabethan, even classical styles

    Plans & materials vary with region

    Similar characteristics: steeply pitched gable roof, casement windows, timber-framed construction

    Plans—hall, hall & parlor, lean-to within 1,

    2 stories

    Little thought of symmetry or other classical attributes

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    16.2

    Bruton Parish Church and interior, 1711-1715; Williamsburg, Virginia; plans by Alexander Spotwood. English Colonial.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    16.3

    Adam Thoroughgood House, 1636-1640; Princess Anne County, Virginia. English Colonial.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    16.4

    Floor plan, hall and parlor house with lean-to, 17th century, Connecticut. English Colonial.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The floor plan of the hall and parlor house shows the main entry door, then the entry with steep stairs, small casement windows on the right side of the main entry door, a hall, a parlor, an oven, a central fireplace, a bedroom, a lean-to, kitchen, storage or buttery, another small casement windows in the bedroom, and a rear door.

    6

    16.5

    Parson Capen House, 1683, Topsfield, Massachusetts. English Colonial.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Interiors, Furnishings, Decorative Arts (1 of 5)

    Interiors–vernacular & medieval

    Modest scale, functional, visible structure

    Rough textures, low ceilings, large fireplaces

    Multi-functional rooms

    Hall—center of family life & used for cooking, eating, socializing, sometimes sleeping

    Furniture—early crude and quickly made

    Later—closely follows English Elizabethan, Jacobean, William & Mary

    Often multifunctional

    Some rooms filled with furniture, particularly seating

    Chambers usually have more than one bed

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    8

    16.7

    Recreated interior with 17th-century fireplace and some furnishings; Ipswich, Massachusetts. English Colonial.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The interior is a vernacular and medieval architectural style that has a low ceiling and a large fireplace. There are chairs, and mats placed near the fireplace. Many utensils are arranged. The hall is used for multi-functional purposes.

    9

    16.8

    Hall and chamber (Hart Room), Hart House, before 1674; Ipswich, Massachusetts. English Colonial. [Courtesy, Winterthur Museum]

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    10

    16.12

    Carver chair, late 17th century; New Haven County, Connecticut. English Colonial.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    11

    16.13

    Connecticut or Wethersfield chest; 17th century; Hartford, Connecticut. English Colonial.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    Connecticut or Wethersfield chest is made from oak wood and in a rectangular shape. This chest has a hinged top to access storage, a stylized tulip at the center and a stylized Tudor rose at the left and right side of the chest, a split spindle, stile, rail, boss, and four drawers.

    12

    Spain: Concepts, Motifs, Architecture

    Impressive buildings establish, emphasize authority & power

    More influences from Spanish Renaissance & Baroque

    More provincial, adapted to local conditions, labor forces, materials

    Motifs—Spanish Renaissance & Baroque, Native American

    Architecture—missions & churches main survivors

    Built to impress new converts

    Unornamented adobe (Southwestern U.S.) to domed & vaulted stone with decorative portals (Texas, Arizona)

    Houses for protection from climate & attack instead of style

    Materials, construction unlike Spain but similar characteristics

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    16.16

    San Xavier del Bac, 1767-1797; near Tucson, Arizona; Ignacio Gaoma. Spanish Colonial.

    *[Substitute image]

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    16.17

    Sand Diego de Alcala Basilica and nave, 1774, rebuilt in 1803, 1812; Sand Diego, California. This was the first mission to be built in California. Spanish Colonial.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Interiors, Furnishings, Decorative Arts (2 of 5)

    Interiors—contrast of colors, shapes, light, dark

    Churches—plain exterior, richly decorated interiors

    Baroque devices, light; sculpture; & paintings to impress

    Domestic—white-washed walls, dark wood trim & floor

    Sparsely but luxuriously & colorfully furnished

    Furniture—Spanish prototypes but cruder, provincial

    Some brought from Spain, some made locally

    Local woods, board construction

    Simple form, rectilinear supports

    Simple painted or carved decoration

    Spindles carved instead of turned

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    16.20

    Sala, Governor’s Palace, 1749; San Antonio, Texas. Spanish Colonial.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The Governor's Palace called Sala had dark wood vigas on the roof and walls were made of adobe or stone and white painted. There were dark wood lintels and a prominent fireplace with a dark wood mantel. The Palace had simply constructed wooden furniture and stone floor.

    17

    France: Concepts & Architecture

    Material culture resembles those in France & settlers’ classes & regions of origin

    Architecture—French medieval prototypes adapted to a range of climates

    Wood & stone in Canada

    Log houses Mississippi River valley

    Sophisticated cottages & townhouses in New Orleans

    Louisiana plantation houses

    Chief house type—small, hipped roof, with or without a porch in all climates

    Early plans 1 or 2 rooms; later 2 or 3 rooms and 1 or 2 rooms deep

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    16.22

    Cahokia Courtyard, 1737; Cahokia, Illinois. French Colonial.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The Cahokia Courtyard has prominent chimneys, steep and double-pitched roof with shingles and a large overhang, and a wood post support overhang. The courtyard has a French door with a wood panel at the base, a galerie. It is an example of Poteaux sur sole construction.

    19

    Interiors, Furnishings, Decorative Arts (3 of 5)

    Multifunctional rooms follow French prototypes

    Simple treatments

    Paneled or plastered walls; low, beamed ceilings; taller ceilings in warmer climates; dirt or wood floors

    Little furniture

    Furniture follows French prototypes

    Similar construction methods, lines, forms, details

    Styles—Louis

    Louis

    Louis

    Louis

    continue after out of fashion at home

    Simplicity & mixing of styles give provincial appearance

    Some built-in

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    16.24

    Keeping Room, Louis Bolduc, 1770-1785; S. Genevieve, Missouri. French Colonial.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The keeping room of Louis Bolduc has plastered walls and a wood floor. There is a fireplace and two guns are placed above it. It has a dining table with chairs and plates arranged on the table. Windows are made of wood and have curtains. A wooden cupboard and many other pieces of furniture are present in the room.

    21

    Germany: Concepts & Architecture

    Traditional German medieval building & furnishing patterns

    Architecture—rural settlers maintain medieval building traditions into 19th century

    Some have collective European heritage, such as stone & wood

    Swedes bring log cabins to America; Germans spread them westward

    Affluent houses—stone or brick with gable, quoins; others of logs

    Texas & Wisconsin—fackwerk, half-timbering

    Early houses combine barns, stables, service & living areas under roof

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    16.25

    Klein-Naegelin, 1846; New Braunfels, Texas. Fachwerk construction. German Colonial.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    Klein-Naegelin's house was constructed using stones or bricks with gable and quoins. Walls are made with cedar timbers, then filled solid with sun-baked adobe brick. The porch across the front of the house has five squared, beveled, wood columns. Windows are double-hung and louvered shutters on the front windows.

    23

    16.26

    Muckleroy House, 1840; Round Top (now Henkel Square), Texas. German Colonial.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The Muckleroy House has a stone chimney on the end walls. It is a half-story house with low pitched roof. There is a pent roof too. The Muckleroy house is an example of a Dog trot. It is constructed with the log that is evident on the front facade and there is an extended porch for the living area. Lean-to can be seen in the rear for service areas.

    24

    Interiors, Furnishings, Decorative Arts (4 of 5)

    Interiors—simple, colorful treatments

    Wood floors & colorful rugs

    Whitewashed walls with painted patterns

    Beamed or plastered ceilings

    Furniture—rural & urban

    Rural—medieval into 19th century

    Urban—influenced by & influences English

    Ladder-back chairs with rush seats, painted chests

    Fraktur—colorful, hand-decorated texts or documents

    Ceramics—slipware & sgraffito ware

    Glassware—mostly made by Germans in colonial period

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    16.27

    Painted chest, 1795-1810; Shenandoah Valley County, Virginia: Johannes Spitler. German Colonial.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    26

    Holland: Concepts & Architecture

    Dutch recreate buildings & furnishings from Holland

    Strong reciprocity between English & Dutch settlers

    Architecture—several house types

    Urban row house—gable end faces street with parapet wall in various shapes; shops below living quarters

    Other houses identified by roofs—straight-side gable & flared eave

    Wood, brick, or stone

    Mostly brick with patterns of blue, purple, or gray mixed with red

    Raised front-door and stoep or platform

    Linear floor plans—three adjacent rooms

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    16.28

    Terheun House, c. 1670 and later; Hackensack, New Jersey. Flare-eave roof. Dutch Colonial.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The west elevation shows a flare-eaved roof and chimneys. It has rectangular-shaped windows. The south elevation shows the slanting and flat roofs with chimneys. The windows with pediment. The glass windows are on the facade.

    28

    Interiors, Furnishings, Decorative Arts (5 of 5)

    Interiors—more colorful than English

    Tiles, ceramics, textiles, paintings

    Many are merchants so have objects from around the world

    White-washed walls, beamed or plastered ceilings

    Large fireplace with hood & cast-iron fireback; tiled surround & ruffled valance hanging from hood

    Furniture—reproduces Dutch prototypes, brought from home, or imported

    Kas—distinctive Dutch storage piece in Hudson River valley

    Beds sometimes built-in

    Tin-glazed earthenware (Delft) tiles & objects in blue &

    **## IDES312PowerPointInstructions.pptx**

    American Colonial: England, Spain, France, Germany and Holland.

    Chapter 16

    [This Photo](https://cod.pressbooks.pub/westernworlddailyreadingsgeography/chapter/historical-geography/nounproject_history_nithinantatah/) by Unknown Author is licensed under
    [CC BY-SA-NC](https://creativecommons.org/licenses/by-nc-sa/3.0/)

    Spanish foot

    Also called: Spanish scroll foot or Braganza toe
    Scrolled foot with curving vertical ribs

    A hoof-like, grooved and flared foot which ends in an inward curving scroll

    [This Photo](https://pinkbikepinksand.wordpress.com/tag/furniture-feet/) by Unknown Author is licensed under
    [CC BY-SA-NC](https://creativecommons.org/licenses/by-nc-sa/3.0/)

    [This Photo](https://www.earlyoakreproductions.co.uk/detail-quality/) by Unknown Author is licensed under
    [CC BY-NC-ND](https://creativecommons.org/licenses/by-nc-nd/3.0/)

    Ball foot

    Turned round foot.

    Similar to a bun foot, but rounder.

    Most popular in the William and Mary period

    Baluster Turned:

    [This Photo](https://www.earlyoakreproductions.co.uk/detail-quality/detail-quality-classical-baluster-oak-chair-turning-5711.php) by Unknown Author is licensed under
    [CC BY-NC-ND](https://creativecommons.org/licenses/by-nc-nd/3.0/)

    an object or vertical member (such as the leg of a table, a round in a chair back, or the stem of a glass) having a vaselike or turned outline.

    PowerPoint/Slide Deck Instructions

    Review the list of vocabulary/glossary terms

    Find an image for each term. You may use one image for each term or find one that reflects multiple terms. Confirm your images as correct – NO USE OF Wikipedia as it is not considered a scholarly source.

    Each term must be identified in the image. For example, for a Spanish foot image, add the complete definition and an arrow directing the reader from the image to the definition. If you chose an image with multiple term examples, provide all definitions and connect them with arrows. Site the source of each image. This can be done on each slide or as a Source page at the end of your presentation.

    The page format is your choice. For instance, the three slides I provided could be presented all on one page. As long as each term is included with an image, definition, and label/arrow are included, you are good.

    Consider using this website as a confirmed source.
    [Illustrated Dictionaries](https://buffaloah.com/dics/dics.html)

    The list of terms will vary each week. The key to success is allowing enough time to complete the slide deck assignment. This is a three-unit class, meaning three hours of content/book reading, supplemental reading, and videos. Allow six hours for homework, testing, etc.

    Some weeks will require most of the time mentioned above, and a few may require less time. Plan accordingly.

    ## image1.jpg

    ## image2.jpg

    ## image3.jpg

    ## image4.jpg

    **IMG_8523.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-8523-png)

    **IMG_8517.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-8517-png-10170285)

    **IMG_8514.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-8514-png-10170287)

    **IMG_8515.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-8515-png-10170289)

    **IMG_8516.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-8516-png-10170291)

    **IMG_8519.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-8519-png-10170293)

    **IMG_8518.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-8518-png-10170295)

    **IMG_8513.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-8513-png-10170279)

    **IMG_8524.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-8524-png)

    **IMG_8525.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-8525-png)

    **IMG_8526.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-8526-png)

    **IMG_8527.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-8527-png)

    **IMG_8529.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-8529-png)

    **IMG_8528.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-8528-png)

    **IMG_8521.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-8521-png)

    **IMG_8520.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-8520-png)

    **IMG_8522.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-8522-png-10170281)

    **IMG_8522.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-8522-png-10170281)

    **## ch-16-PPTaccessible.pptx**

    Architecture and Interior Design: An Integrated History to the Present

    First Edition

    Chapter 16

    American Colonial

    England, Spain, France, Germany, and Holland 17th – 19th Centuries

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    If this PowerPoint presentation contains mathematical equations, you may need to check that your computer has the following installed:

    1) Math Type Plugin

    2) Math Player (free versions available)

    3) NVDA Reader (free versions available)

    1

    American Colonial

    Beginning late 16th century, European colonists arrive in the New World

    Seeking religious or political freedom, wealth

    English, Spanish, French, Germans & Dutch bring social & cultural traditions of homeland

    Recreate architecture, interiors, furniture, decorative arts knew at home

    Most unaware of high-style Renaissance

    Medieval & vernacular with exception of Spanish

    Settlement patterns originate according to each country’s territorial holdings

    But affected by country’s administration of its colonies

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    2

    England: Concepts & Architecture

    Architecture, interiors, furnishings reflect familiar forms of England

    Vernacular & medieval

    Architecture—public & private–like that of home

    Small, functional, little embellishment

    Settled times—Tudor, Elizabethan, even classical styles

    Plans & materials vary with region

    Similar characteristics: steeply pitched gable roof, casement windows, timber-framed construction

    Plans—hall, hall & parlor, lean-to within 1,

    2 stories

    Little thought of symmetry or other classical attributes

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    16.2

    Bruton Parish Church and interior, 1711-1715; Williamsburg, Virginia; plans by Alexander Spotwood. English Colonial.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    16.3

    Adam Thoroughgood House, 1636-1640; Princess Anne County, Virginia. English Colonial.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    16.4

    Floor plan, hall and parlor house with lean-to, 17th century, Connecticut. English Colonial.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The floor plan of the hall and parlor house shows the main entry door, then the entry with steep stairs, small casement windows on the right side of the main entry door, a hall, a parlor, an oven, a central fireplace, a bedroom, a lean-to, kitchen, storage or buttery, another small casement windows in the bedroom, and a rear door.

    6

    16.5

    Parson Capen House, 1683, Topsfield, Massachusetts. English Colonial.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Interiors, Furnishings, Decorative Arts (1 of 5)

    Interiors–vernacular & medieval

    Modest scale, functional, visible structure

    Rough textures, low ceilings, large fireplaces

    Multi-functional rooms

    Hall—center of family life & used for cooking, eating, socializing, sometimes sleeping

    Furniture—early crude and quickly made

    Later—closely follows English Elizabethan, Jacobean, William & Mary

    Often multifunctional

    Some rooms filled with furniture, particularly seating

    Chambers usually have more than one bed

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    8

    16.7

    Recreated interior with 17th-century fireplace and some furnishings; Ipswich, Massachusetts. English Colonial.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The interior is a vernacular and medieval architectural style that has a low ceiling and a large fireplace. There are chairs, and mats placed near the fireplace. Many utensils are arranged. The hall is used for multi-functional purposes.

    9

    16.8

    Hall and chamber (Hart Room), Hart House, before 1674; Ipswich, Massachusetts. English Colonial. [Courtesy, Winterthur Museum]

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    10

    16.12

    Carver chair, late 17th century; New Haven County, Connecticut. English Colonial.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    11

    16.13

    Connecticut or Wethersfield chest; 17th century; Hartford, Connecticut. English Colonial.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    Connecticut or Wethersfield chest is made from oak wood and in a rectangular shape. This chest has a hinged top to access storage, a stylized tulip at the center and a stylized Tudor rose at the left and right side of the chest, a split spindle, stile, rail, boss, and four drawers.

    12

    Spain: Concepts, Motifs, Architecture

    Impressive buildings establish, emphasize authority & power

    More influences from Spanish Renaissance & Baroque

    More provincial, adapted to local conditions, labor forces, materials

    Motifs—Spanish Renaissance & Baroque, Native American

    Architecture—missions & churches main survivors

    Built to impress new converts

    Unornamented adobe (Southwestern U.S.) to domed & vaulted stone with decorative portals (Texas, Arizona)

    Houses for protection from climate & attack instead of style

    Materials, construction unlike Spain but similar characteristics

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    16.16

    San Xavier del Bac, 1767-1797; near Tucson, Arizona; Ignacio Gaoma. Spanish Colonial.

    *[Substitute image]

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    16.17

    Sand Diego de Alcala Basilica and nave, 1774, rebuilt in 1803, 1812; Sand Diego, California. This was the first mission to be built in California. Spanish Colonial.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Interiors, Furnishings, Decorative Arts (2 of 5)

    Interiors—contrast of colors, shapes, light, dark

    Churches—plain exterior, richly decorated interiors

    Baroque devices, light; sculpture; & paintings to impress

    Domestic—white-washed walls, dark wood trim & floor

    Sparsely but luxuriously & colorfully furnished

    Furniture—Spanish prototypes but cruder, provincial

    Some brought from Spain, some made locally

    Local woods, board construction

    Simple form, rectilinear supports

    Simple painted or carved decoration

    Spindles carved instead of turned

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    16.20

    Sala, Governor’s Palace, 1749; San Antonio, Texas. Spanish Colonial.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The Governor's Palace called Sala had dark wood vigas on the roof and walls were made of adobe or stone and white painted. There were dark wood lintels and a prominent fireplace with a dark wood mantel. The Palace had simply constructed wooden furniture and stone floor.

    17

    France: Concepts & Architecture

    Material culture resembles those in France & settlers’ classes & regions of origin

    Architecture—French medieval prototypes adapted to a range of climates

    Wood & stone in Canada

    Log houses Mississippi River valley

    Sophisticated cottages & townhouses in New Orleans

    Louisiana plantation houses

    Chief house type—small, hipped roof, with or without a porch in all climates

    Early plans 1 or 2 rooms; later 2 or 3 rooms and 1 or 2 rooms deep

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    16.22

    Cahokia Courtyard, 1737; Cahokia, Illinois. French Colonial.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The Cahokia Courtyard has prominent chimneys, steep and double-pitched roof with shingles and a large overhang, and a wood post support overhang. The courtyard has a French door with a wood panel at the base, a galerie. It is an example of Poteaux sur sole construction.

    19

    Interiors, Furnishings, Decorative Arts (3 of 5)

    Multifunctional rooms follow French prototypes

    Simple treatments

    Paneled or plastered walls; low, beamed ceilings; taller ceilings in warmer climates; dirt or wood floors

    Little furniture

    Furniture follows French prototypes

    Similar construction methods, lines, forms, details

    Styles—Louis

    Louis

    Louis

    Louis

    continue after out of fashion at home

    Simplicity & mixing of styles give provincial appearance

    Some built-in

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    16.24

    Keeping Room, Louis Bolduc, 1770-1785; S. Genevieve, Missouri. French Colonial.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The keeping room of Louis Bolduc has plastered walls and a wood floor. There is a fireplace and two guns are placed above it. It has a dining table with chairs and plates arranged on the table. Windows are made of wood and have curtains. A wooden cupboard and many other pieces of furniture are present in the room.

    21

    Germany: Concepts & Architecture

    Traditional German medieval building & furnishing patterns

    Architecture—rural settlers maintain medieval building traditions into 19th century

    Some have collective European heritage, such as stone & wood

    Swedes bring log cabins to America; Germans spread them westward

    Affluent houses—stone or brick with gable, quoins; others of logs

    Texas & Wisconsin—fackwerk, half-timbering

    Early houses combine barns, stables, service & living areas under roof

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    16.25

    Klein-Naegelin, 1846; New Braunfels, Texas. Fachwerk construction. German Colonial.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    Klein-Naegelin's house was constructed using stones or bricks with gable and quoins. Walls are made with cedar timbers, then filled solid with sun-baked adobe brick. The porch across the front of the house has five squared, beveled, wood columns. Windows are double-hung and louvered shutters on the front windows.

    23

    16.26

    Muckleroy House, 1840; Round Top (now Henkel Square), Texas. German Colonial.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The Muckleroy House has a stone chimney on the end walls. It is a half-story house with low pitched roof. There is a pent roof too. The Muckleroy house is an example of a Dog trot. It is constructed with the log that is evident on the front facade and there is an extended porch for the living area. Lean-to can be seen in the rear for service areas.

    24

    Interiors, Furnishings, Decorative Arts (4 of 5)

    Interiors—simple, colorful treatments

    Wood floors & colorful rugs

    Whitewashed walls with painted patterns

    Beamed or plastered ceilings

    Furniture—rural & urban

    Rural—medieval into 19th century

    Urban—influenced by & influences English

    Ladder-back chairs with rush seats, painted chests

    Fraktur—colorful, hand-decorated texts or documents

    Ceramics—slipware & sgraffito ware

    Glassware—mostly made by Germans in colonial period

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    16.27

    Painted chest, 1795-1810; Shenandoah Valley County, Virginia: Johannes Spitler. German Colonial.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    26

    Holland: Concepts & Architecture

    Dutch recreate buildings & furnishings from Holland

    Strong reciprocity between English & Dutch settlers

    Architecture—several house types

    Urban row house—gable end faces street with parapet wall in various shapes; shops below living quarters

    Other houses identified by roofs—straight-side gable & flared eave

    Wood, brick, or stone

    Mostly brick with patterns of blue, purple, or gray mixed with red

    Raised front-door and stoep or platform

    Linear floor plans—three adjacent rooms

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    16.28

    Terheun House, c. 1670 and later; Hackensack, New Jersey. Flare-eave roof. Dutch Colonial.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The west elevation shows a flare-eaved roof and chimneys. It has rectangular-shaped windows. The south elevation shows the slanting and flat roofs with chimneys. The windows with pediment. The glass windows are on the facade.

    28

    Interiors, Furnishings, Decorative Arts (5 of 5)

    Interiors—more colorful than English

    Tiles, ceramics, textiles, paintings

    Many are merchants so have objects from around the world

    White-washed walls, beamed or plastered ceilings

    Large fireplace with hood & cast-iron fireback; tiled surround & ruffled valance hanging from hood

    Furniture—reproduces Dutch prototypes, brought from home, or imported

    Kas—distinctive Dutch storage piece in Hudson River valley

    Beds sometimes built-in

    Tin-glazed earthenware (Delft) tiles & objects in blue &

    **## IDES312PowerPointInstructions.pptx**

    American Colonial: England, Spain, France, Germany and Holland.

    Chapter 16

    [This Photo](https://cod.pressbooks.pub/westernworlddailyreadingsgeography/chapter/historical-geography/nounproject_history_nithinantatah/) by Unknown Author is licensed under
    [CC BY-SA-NC](https://creativecommons.org/licenses/by-nc-sa/3.0/)

    Spanish foot

    Also called: Spanish scroll foot or Braganza toe
    Scrolled foot with curving vertical ribs

    A hoof-like, grooved and flared foot which ends in an inward curving scroll

    [This Photo](https://pinkbikepinksand.wordpress.com/tag/furniture-feet/) by Unknown Author is licensed under
    [CC BY-SA-NC](https://creativecommons.org/licenses/by-nc-sa/3.0/)

    [This Photo](https://www.earlyoakreproductions.co.uk/detail-quality/) by Unknown Author is licensed under
    [CC BY-NC-ND](https://creativecommons.org/licenses/by-nc-nd/3.0/)

    Ball foot

    Turned round foot.

    Similar to a bun foot, but rounder.

    Most popular in the William and Mary period

    Baluster Turned:

    [This Photo](https://www.earlyoakreproductions.co.uk/detail-quality/detail-quality-classical-baluster-oak-chair-turning-5711.php) by Unknown Author is licensed under
    [CC BY-NC-ND](https://creativecommons.org/licenses/by-nc-nd/3.0/)

    an object or vertical member (such as the leg of a table, a round in a chair back, or the stem of a glass) having a vaselike or turned outline.

    PowerPoint/Slide Deck Instructions

    Review the list of vocabulary/glossary terms

    Find an image for each term. You may use one image for each term or find one that reflects multiple terms. Confirm your images as correct – NO USE OF Wikipedia as it is not considered a scholarly source.

    Each term must be identified in the image. For example, for a Spanish foot image, add the complete definition and an arrow directing the reader from the image to the definition. If you chose an image with multiple term examples, provide all definitions and connect them with arrows. Site the source of each image. This can be done on each slide or as a Source page at the end of your presentation.

    The page format is your choice. For instance, the three slides I provided could be presented all on one page. As long as each term is included with an image, definition, and label/arrow are included, you are good.

    Consider using this website as a confirmed source.
    [Illustrated Dictionaries](https://buffaloah.com/dics/dics.html)

    The list of terms will vary each week. The key to success is allowing enough time to complete the slide deck assignment. This is a three-unit class, meaning three hours of content/book reading, supplemental reading, and videos. Allow six hours for homework, testing, etc.

    Some weeks will require most of the time mentioned above, and a few may require less time. Plan accordingly.

    ## image1.jpg

    ## image2.jpg

    ## image3.jpg

    ## image4.jpg

    **IMG_8523.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-8523-png)

    **IMG_8517.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-8517-png-10170285)

    **IMG_8514.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-8514-png-10170287)

    **IMG_8515.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-8515-png-10170289)

    **IMG_8516.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-8516-png-10170291)

    **IMG_8519.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-8519-png-10170293)

    **IMG_8518.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-8518-png-10170295)

    **IMG_8513.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-8513-png-10170279)

    **IMG_8524.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-8524-png)

    **IMG_8525.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-8525-png)

    **IMG_8526.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-8526-png)

    **IMG_8527.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-8527-png)

    **IMG_8529.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-8529-png)

    **IMG_8528.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-8528-png)

    **IMG_8521.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-8521-png)

    **IMG_8520.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-8520-png)

    **IMG_8522.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-8522-png-10170281)

    **## ch-16-PPTaccessible.pptx**

    Architecture and Interior Design: An Integrated History to the Present

    First Edition

    Chapter 16

    American Colonial

    England, Spain, France, Germany, and Holland 17th – 19th Centuries

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    If this PowerPoint presentation contains mathematical equations, you may need to check that your computer has the following installed:

    1) Math Type Plugin

    2) Math Player (free versions available)

    3) NVDA Reader (free versions available)

    1

    American Colonial

    Beginning late 16th century, European colonists arrive in the New World

    Seeking religious or political freedom, wealth

    English, Spanish, French, Germans & Dutch bring social & cultural traditions of homeland

    Recreate architecture, interiors, furniture, decorative arts knew at home

    Most unaware of high-style Renaissance

    Medieval & vernacular with exception of Spanish

    Settlement patterns originate according to each country’s territorial holdings

    But affected by country’s administration of its colonies

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    2

    England: Concepts & Architecture

    Architecture, interiors, furnishings reflect familiar forms of England

    Vernacular & medieval

    Architecture—public & private–like that of home

    Small, functional, little embellishment

    Settled times—Tudor, Elizabethan, even classical styles

    Plans & materials vary with region

    Similar characteristics: steeply pitched gable roof, casement windows, timber-framed construction

    Plans—hall, hall & parlor, lean-to within 1,

    2 stories

    Little thought of symmetry or other classical attributes

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    16.2

    Bruton Parish Church and interior, 1711-1715; Williamsburg, Virginia; plans by Alexander Spotwood. English Colonial.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    16.3

    Adam Thoroughgood House, 1636-1640; Princess Anne County, Virginia. English Colonial.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    16.4

    Floor plan, hall and parlor house with lean-to, 17th century, Connecticut. English Colonial.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The floor plan of the hall and parlor house shows the main entry door, then the entry with steep stairs, small casement windows on the right side of the main entry door, a hall, a parlor, an oven, a central fireplace, a bedroom, a lean-to, kitchen, storage or buttery, another small casement windows in the bedroom, and a rear door.

    6

    16.5

    Parson Capen House, 1683, Topsfield, Massachusetts. English Colonial.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Interiors, Furnishings, Decorative Arts (1 of 5)

    Interiors–vernacular & medieval

    Modest scale, functional, visible structure

    Rough textures, low ceilings, large fireplaces

    Multi-functional rooms

    Hall—center of family life & used for cooking, eating, socializing, sometimes sleeping

    Furniture—early crude and quickly made

    Later—closely follows English Elizabethan, Jacobean, William & Mary

    Often multifunctional

    Some rooms filled with furniture, particularly seating

    Chambers usually have more than one bed

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    8

    16.7

    Recreated interior with 17th-century fireplace and some furnishings; Ipswich, Massachusetts. English Colonial.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The interior is a vernacular and medieval architectural style that has a low ceiling and a large fireplace. There are chairs, and mats placed near the fireplace. Many utensils are arranged. The hall is used for multi-functional purposes.

    9

    16.8

    Hall and chamber (Hart Room), Hart House, before 1674; Ipswich, Massachusetts. English Colonial. [Courtesy, Winterthur Museum]

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    10

    16.12

    Carver chair, late 17th century; New Haven County, Connecticut. English Colonial.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    11

    16.13

    Connecticut or Wethersfield chest; 17th century; Hartford, Connecticut. English Colonial.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    Connecticut or Wethersfield chest is made from oak wood and in a rectangular shape. This chest has a hinged top to access storage, a stylized tulip at the center and a stylized Tudor rose at the left and right side of the chest, a split spindle, stile, rail, boss, and four drawers.

    12

    Spain: Concepts, Motifs, Architecture

    Impressive buildings establish, emphasize authority & power

    More influences from Spanish Renaissance & Baroque

    More provincial, adapted to local conditions, labor forces, materials

    Motifs—Spanish Renaissance & Baroque, Native American

    Architecture—missions & churches main survivors

    Built to impress new converts

    Unornamented adobe (Southwestern U.S.) to domed & vaulted stone with decorative portals (Texas, Arizona)

    Houses for protection from climate & attack instead of style

    Materials, construction unlike Spain but similar characteristics

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    16.16

    San Xavier del Bac, 1767-1797; near Tucson, Arizona; Ignacio Gaoma. Spanish Colonial.

    *[Substitute image]

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    16.17

    Sand Diego de Alcala Basilica and nave, 1774, rebuilt in 1803, 1812; Sand Diego, California. This was the first mission to be built in California. Spanish Colonial.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Interiors, Furnishings, Decorative Arts (2 of 5)

    Interiors—contrast of colors, shapes, light, dark

    Churches—plain exterior, richly decorated interiors

    Baroque devices, light; sculpture; & paintings to impress

    Domestic—white-washed walls, dark wood trim & floor

    Sparsely but luxuriously & colorfully furnished

    Furniture—Spanish prototypes but cruder, provincial

    Some brought from Spain, some made locally

    Local woods, board construction

    Simple form, rectilinear supports

    Simple painted or carved decoration

    Spindles carved instead of turned

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    16.20

    Sala, Governor’s Palace, 1749; San Antonio, Texas. Spanish Colonial.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The Governor's Palace called Sala had dark wood vigas on the roof and walls were made of adobe or stone and white painted. There were dark wood lintels and a prominent fireplace with a dark wood mantel. The Palace had simply constructed wooden furniture and stone floor.

    17

    France: Concepts & Architecture

    Material culture resembles those in France & settlers’ classes & regions of origin

    Architecture—French medieval prototypes adapted to a range of climates

    Wood & stone in Canada

    Log houses Mississippi River valley

    Sophisticated cottages & townhouses in New Orleans

    Louisiana plantation houses

    Chief house type—small, hipped roof, with or without a porch in all climates

    Early plans 1 or 2 rooms; later 2 or 3 rooms and 1 or 2 rooms deep

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    16.22

    Cahokia Courtyard, 1737; Cahokia, Illinois. French Colonial.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The Cahokia Courtyard has prominent chimneys, steep and double-pitched roof with shingles and a large overhang, and a wood post support overhang. The courtyard has a French door with a wood panel at the base, a galerie. It is an example of Poteaux sur sole construction.

    19

    Interiors, Furnishings, Decorative Arts (3 of 5)

    Multifunctional rooms follow French prototypes

    Simple treatments

    Paneled or plastered walls; low, beamed ceilings; taller ceilings in warmer climates; dirt or wood floors

    Little furniture

    Furniture follows French prototypes

    Similar construction methods, lines, forms, details

    Styles—Louis

    Louis

    Louis

    Louis

    continue after out of fashion at home

    Simplicity & mixing of styles give provincial appearance

    Some built-in

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    16.24

    Keeping Room, Louis Bolduc, 1770-1785; S. Genevieve, Missouri. French Colonial.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The keeping room of Louis Bolduc has plastered walls and a wood floor. There is a fireplace and two guns are placed above it. It has a dining table with chairs and plates arranged on the table. Windows are made of wood and have curtains. A wooden cupboard and many other pieces of furniture are present in the room.

    21

    Germany: Concepts & Architecture

    Traditional German medieval building & furnishing patterns

    Architecture—rural settlers maintain medieval building traditions into 19th century

    Some have collective European heritage, such as stone & wood

    Swedes bring log cabins to America; Germans spread them westward

    Affluent houses—stone or brick with gable, quoins; others of logs

    Texas & Wisconsin—fackwerk, half-timbering

    Early houses combine barns, stables, service & living areas under roof

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    16.25

    Klein-Naegelin, 1846; New Braunfels, Texas. Fachwerk construction. German Colonial.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    Klein-Naegelin's house was constructed using stones or bricks with gable and quoins. Walls are made with cedar timbers, then filled solid with sun-baked adobe brick. The porch across the front of the house has five squared, beveled, wood columns. Windows are double-hung and louvered shutters on the front windows.

    23

    16.26

    Muckleroy House, 1840; Round Top (now Henkel Square), Texas. German Colonial.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The Muckleroy House has a stone chimney on the end walls. It is a half-story house with low pitched roof. There is a pent roof too. The Muckleroy house is an example of a Dog trot. It is constructed with the log that is evident on the front facade and there is an extended porch for the living area. Lean-to can be seen in the rear for service areas.

    24

    Interiors, Furnishings, Decorative Arts (4 of 5)

    Interiors—simple, colorful treatments

    Wood floors & colorful rugs

    Whitewashed walls with painted patterns

    Beamed or plastered ceilings

    Furniture—rural & urban

    Rural—medieval into 19th century

    Urban—influenced by & influences English

    Ladder-back chairs with rush seats, painted chests

    Fraktur—colorful, hand-decorated texts or documents

    Ceramics—slipware & sgraffito ware

    Glassware—mostly made by Germans in colonial period

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    16.27

    Painted chest, 1795-1810; Shenandoah Valley County, Virginia: Johannes Spitler. German Colonial.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    26

    Holland: Concepts & Architecture

    Dutch recreate buildings & furnishings from Holland

    Strong reciprocity between English & Dutch settlers

    Architecture—several house types

    Urban row house—gable end faces street with parapet wall in various shapes; shops below living quarters

    Other houses identified by roofs—straight-side gable & flared eave

    Wood, brick, or stone

    Mostly brick with patterns of blue, purple, or gray mixed with red

    Raised front-door and stoep or platform

    Linear floor plans—three adjacent rooms

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    16.28

    Terheun House, c. 1670 and later; Hackensack, New Jersey. Flare-eave roof. Dutch Colonial.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The west elevation shows a flare-eaved roof and chimneys. It has rectangular-shaped windows. The south elevation shows the slanting and flat roofs with chimneys. The windows with pediment. The glass windows are on the facade.

    28

    Interiors, Furnishings, Decorative Arts (5 of 5)

    Interiors—more colorful than English

    Tiles, ceramics, textiles, paintings

    Many are merchants so have objects from around the world

    White-washed walls, beamed or plastered ceilings

    Large fireplace with hood & cast-iron fireback; tiled surround & ruffled valance hanging from hood

    Furniture—reproduces Dutch prototypes, brought from home, or imported

    Kas—distinctive Dutch storage piece in Hudson River valley

    Beds sometimes built-in

    Tin-glazed earthenware (Delft) tiles & objects in blue &

    **## IDES312PowerPointInstructions.pptx**

    American Colonial: England, Spain, France, Germany and Holland.

    Chapter 16

    [This Photo](https://cod.pressbooks.pub/westernworlddailyreadingsgeography/chapter/historical-geography/nounproject_history_nithinantatah/) by Unknown Author is licensed under
    [CC BY-SA-NC](https://creativecommons.org/licenses/by-nc-sa/3.0/)

    Spanish foot

    Also called: Spanish scroll foot or Braganza toe
    Scrolled foot with curving vertical ribs

    A hoof-like, grooved and flared foot which ends in an inward curving scroll

    [This Photo](https://pinkbikepinksand.wordpress.com/tag/furniture-feet/) by Unknown Author is licensed under
    [CC BY-SA-NC](https://creativecommons.org/licenses/by-nc-sa/3.0/)

    [This Photo](https://www.earlyoakreproductions.co.uk/detail-quality/) by Unknown Author is licensed under
    [CC BY-NC-ND](https://creativecommons.org/licenses/by-nc-nd/3.0/)

    Ball foot

    Turned round foot.

    Similar to a bun foot, but rounder.

    Most popular in the William and Mary period

    Baluster Turned:

    [This Photo](https://www.earlyoakreproductions.co.uk/detail-quality/detail-quality-classical-baluster-oak-chair-turning-5711.php) by Unknown Author is licensed under
    [CC BY-NC-ND](https://creativecommons.org/licenses/by-nc-nd/3.0/)

    an object or vertical member (such as the leg of a table, a round in a chair back, or the stem of a glass) having a vaselike or turned outline.

    PowerPoint/Slide Deck Instructions

    Review the list of vocabulary/glossary terms

    Find an image for each term. You may use one image for each term or find one that reflects multiple terms. Confirm your images as correct – NO USE OF Wikipedia as it is not considered a scholarly source.

    Each term must be identified in the image. For example, for a Spanish foot image, add the complete definition and an arrow directing the reader from the image to the definition. If you chose an image with multiple term examples, provide all definitions and connect them with arrows. Site the source of each image. This can be done on each slide or as a Source page at the end of your presentation.

    The page format is your choice. For instance, the three slides I provided could be presented all on one page. As long as each term is included with an image, definition, and label/arrow are included, you are good.

    Consider using this website as a confirmed source.
    [Illustrated Dictionaries](https://buffaloah.com/dics/dics.html)

    The list of terms will vary each week. The key to success is allowing enough time to complete the slide deck assignment. This is a three-unit class, meaning three hours of content/book reading, supplemental reading, and videos. Allow six hours for homework, testing, etc.

    Some weeks will require most of the time mentioned above, and a few may require less time. Plan accordingly.

    ## image1.jpg

    ## image2.jpg

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    ## image4.jpg

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