The Realities of War

Total Page:16

File Type:pdf, Size:1020Kb

The Realities of War Discussion 7-1 US History ~ Chapter 7 Topic Discussions E Lundberg Topic of Discussion – The Realities of War Related Topics Chapter Information ~ Ch 7; 4 sections; 35 pages The American Revolutionary War The American Revolution (1775-1783) The French Revolutionary War Section 1 ~ The Early Years of the War Pages 194-203 Section 2 ~ The War Expands Pages 204-211 The Declaration of Independence Section 3 ~ The Path to Victory Pages 212-221 The Continental Congress Section 4 ~ The Legacy of the War Pages 222-228 Treason against the British Crown Key Ideas Key Connections - 10 Major (Common) Themes 1. How cultures change through the blending of different ethnic groups. What is the cost of War? 2. Taking the land. 3. The individual versus the state. How does War impact us today? 4. The quest for equity - slavery and it’s end, women’s suffrage etc. 5. Sectionalism. What does it take to declare War? 6. Immigration and Americanization. 7. The change in social class. The United States has been involved in many Wars. 8. Technology developments and the environment. 9. Relations with other nations. What impact does War have on Patriotism? 10. Historiography, how we know things. Talking Points I Introduction 1. Is war necessary? This question divides people. There are reasons to support both sides of the issue. War is seen by most as a measure that should only be used if there is no other alternative. Some would argue that war should be an offensive strategy because if we perceive a country as a threat, we should be able fight them. And the others point out that war should never be used. Only diplomatic resolutions should be used. But no matter what opinion one may have on the issue, it seems that war is inevitable is our world. Throughout the his- tory of the human race, we have been at conflict with each other because of our differences and failure to coop- erate with each other. 2. Is war ever justified? How would you argue? Take a look at the Iraq War for example. Saddam Hussein was a mass murderer who was responsible for the deaths of thousands of his own people. He tried to attain chemicals to make deadly weapons and failed to listen to the United Nations. The only alternative in this situation was to take him out of power. Even though this is a controversial issue, it seems that no matter what anyone says, war will happen and we have to realize that. 3. Let us look at the reality of the situation. Why is war evil? It kills people and destroys nations. Why is war good? It gives us a positive outlook on the future and allows us to be able to look over our mistakes. The human race has Questions to Think About Supporting Materials How can the US go to War with another country if War The Radicalism of the American Revolution by Wood is not officially declared? Revolutionary Summer by Ellis What powers does the President have regarding the The People's War by Rae War Powers Act? The Struggle to set America Free by Ferling Is War necessary? Discussion 7-1 US History ~ Chapter 7 Topic Discussions E Lundberg Topic of Discussion – The Realities of War Related Topics Chapter Information ~ Ch 7; 4 sections; 35 pages The American Revolutionary War The American Revolution (1775-1783) The French Revolutionary War Section 1 ~ The Early Years of the War Pages 194-203 Section 2 ~ The War Expands Pages 204-211 The Declaration of Independence Section 3 ~ The Path to Victory Pages 212-221 The Continental Congress Section 4 ~ The Legacy of the War Pages 222-228 Treason against the British Crown Key Ideas Key Connections - 10 Major (Common) Themes 1. How cultures change through the blending of different ethnic groups. What is the cost of War? 2. Taking the land. 3. The individual versus the state. How does War impact us today? 4. The quest for equity - slavery and it’s end, women’s suffrage etc. 5. Sectionalism. What does it take to declare War? 6. Immigration and Americanization. 7. The change in social class. The United States has been involved in many Wars. 8. Technology developments and the environment. 9. Relations with other nations. What impact does War have on Patriotism? 10. Historiography, how we know things. Talking Points been embroiled in conflict since our first days, but the wars of the world have made us a stronger people and that is undeniable. II The Effects of War 1. Here are some other relevant figures. Our country sent more than two million men and women to fight in Iraq and Afghanistan. More than 6,500 of them are dead. Tens of thousands were physically injured, including some 1,500 amputees. Iraq and Afghanistan were minefields, literally and metaphorically, rife with improvised explo- sive devices, or I.E.D.’s. 2. Of the two-million-plus Americans who spent time there, studies suggest that 20 to 30 percent have come home with post-traumatic stress disorder. Depression, anxiety, nightmares, memory problems, personality changes, and suicidal thoughts: every war has its after-war, and so it is with the wars of Iraq and Afghanistan, which have created some five hundred thousand mentally wounded American veterans.” 3. Pause here for a few seconds. Take that in. Half a million Americans carry around a darkness they didn’t used to, because when our country went to war, they, unlike most of us, actually had to go. 4. There is also the financial strain of military engagement. There’s the wrath of nations that disapprove of it and the possible repercussion from terrorists. With Syria, each of these has been discussed. Questions to Think About Supporting Materials How can the US go to War with another country if War The Radicalism of the American Revolution by Wood is not officially declared? Revolutionary Summer by Ellis What powers does the President have regarding the The People's War by Rae War Powers Act? The Struggle to set America Free by Ferling Is War necessary? Discussion 7-1 US History ~ Chapter 7 Topic Discussions E Lundberg Topic of Discussion – The Realities of War Related Topics Chapter Information ~ Ch 7; 4 sections; 35 pages The American Revolutionary War The American Revolution (1775-1783) The French Revolutionary War Section 1 ~ The Early Years of the War Pages 194-203 Section 2 ~ The War Expands Pages 204-211 The Declaration of Independence Section 3 ~ The Path to Victory Pages 212-221 The Continental Congress Section 4 ~ The Legacy of the War Pages 222-228 Treason against the British Crown Key Ideas Key Connections - 10 Major (Common) Themes 1. How cultures change through the blending of different ethnic groups. What is the cost of War? 2. Taking the land. 3. The individual versus the state. How does War impact us today? 4. The quest for equity - slavery and it’s end, women’s suffrage etc. 5. Sectionalism. What does it take to declare War? 6. Immigration and Americanization. 7. The change in social class. The United States has been involved in many Wars. 8. Technology developments and the environment. 9. Relations with other nations. What impact does War have on Patriotism? 10. Historiography, how we know things. Talking Points 5. But there’s also a worst-case scenario of a point, down the line, when things get messier than we ever meant them to and when there’s a call for something more than aerial bombardment, for the presence and the sacri- fice of American servicemen and servicewomen. III The American Revolutionary War 1. No one knows exactly how many people died in the American Revolutionary War, but eight years of fighting took a terrible toll. An estimated 25,700 Americans died in the war, and 1,400 remained missing. Over 8,200 Americans were wounded. Some were left with permanent disabilities, such as amputated limbs. The British military suffered about 10,000 deaths. 2. Debts and Losses Many soldiers who survived the war left the army with no money. They had received little or no pay. Instead of back pay, the government gave some soldiers certificates for land in the West. Many men sold that land to get money for food and other basic needs. 3. Both the Congress and the states had borrowed money to finance the conflict. The war left the nation with a debt of about $27 million—a debt that would prove difficult to pay off. 4. Those who supported the losing side in the war also suffered. Thousands of Loyalists lost their property. Be- tween 60,000 and 100,000 Loyalists left the United States during and after the war. Among them were several Questions to Think About Supporting Materials How can the US go to War with another country if War The Radicalism of the American Revolution by Wood is not officially declared? Revolutionary Summer by Ellis What powers does the President have regarding the The People's War by Rae War Powers Act? The Struggle to set America Free by Ferling Is War necessary? Discussion 7-1 US History ~ Chapter 7 Topic Discussions E Lundberg Topic of Discussion – The Realities of War Related Topics Chapter Information ~ Ch 7; 4 sections; 35 pages The American Revolutionary War The American Revolution (1775-1783) The French Revolutionary War Section 1 ~ The Early Years of the War Pages 194-203 Section 2 ~ The War Expands Pages 204-211 The Declaration of Independence Section 3 ~ The Path to Victory Pages 212-221 The Continental Congress Section 4 ~ The Legacy of the War Pages 222-228 Treason against the British Crown Key Ideas Key Connections - 10 Major (Common) Themes 1.
Recommended publications
  • The War of 1812
    American flag HISTORY AND GEOGRAPHY The War of 1812 Teacher Guide British navy Americans and British make peace American victory on Lake Erie G2T_U7_The War of 1812_TG.indb 1 27/09/19 8:48 PM G2T_U7_The War of 1812_TG.indb 2 27/09/19 8:48 PM The War of 1812 Teacher Guide G2T_U7_The War of 1812_TG.indb 1 27/09/19 8:48 PM Creative Commons Licensing This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. You are free: to Share—to copy, distribute, and transmit the work to Remix—to adapt the work Under the following conditions: Attribution—You must attribute the work in the following manner: This work is based on an original work of the Core Knowledge® Foundation (www.coreknowledge.org) made available through licensing under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. This does not in any way imply that the Core Knowledge Foundation endorses this work. Noncommercial—You may not use this work for commercial purposes. Share Alike—If you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one. With the understanding that: For any reuse or distribution, you must make clear to others the license terms of this work. The best way to do this is with a link to this web page: https://creativecommons.org/licenses/by-nc-sa/4.0/ Copyright © 2019 Core Knowledge Foundation www.coreknowledge.org 5 All Rights Reserved. - 3 Core Knowledge®, Core Knowledge Curriculum Series™, Core Knowledge History and Geography™, and CKHG™ are trademarks of the Core Knowledge Foundation.
    [Show full text]
  • Rationality, Pirates, and the Law: a Retrospective
    LEESON.OFFTOPRINTER.CORREX.SECOND (DO NOT DELETE) 6/17/2010 6:44 PM RATIONALITY, PIRATES, AND THE LAW: A RETROSPECTIVE * PETER T. LEESON TABLE OF CONTENTS Introduction .......................................................................................1219 I. Antipiracy Law Before 1700 ....................................................1220 II. Antipiracy Law After 1700 .......................................................1222 III. The Hard-Plucked Fruit of Antipiracy Legal Reform and Pirates’ Response .....................................................................1224 Conclusion .........................................................................................1229 INTRODUCTION In the late 1720s, Caribbean piracy was brought to a screeching halt. An enhanced British naval presence was partly responsible for bringing pirates to their end. But the most important factor contributing to this result was a series of early eighteenth-century legal changes that made it possible to prosecute pirates effectively. This short Article’s purpose is to recount those legal changes and document their effectiveness. Its other purpose is to analyze pirates’ response to the legal changes designed to exterminate them, which succeeded, at least partly, in frustrating the British government’s goal. By providing a retrospective look at antipiracy law and pirates’ reactions to that law, my hope is to supply some useful material for thinking about how to use the law to address the contemporary piracy problem. * Visiting Professor of Economics,
    [Show full text]
  • Was ​The War of 1812​. Impressment (Or Impressing Sailors)​. ​The
    Binder Page ______________ Name _________________________________________________ Period _____________ The War of 1812 Date____________________ PRESIDENT- JAMES MADISON James Madison was known as the “Father of the Constitution” and is sometimes ​ ​ ​ also called the “Father of the Bill of Rights”. He had helped write the Constitution and the ​ ​ ​ Federalist Papers that helped insure that the Constitution would be ratified. However, like his ​ friend Jefferson, he was in the Democratic-Republican party. When Jefferson was ​ ​ ​ President, Madison was his Secretary of State. After Jefferson’s two terms, Madison was elected as our 4th president. By far, the most important thing that happened in his presidency ​ ​ ​ was the War of 1812​ . ​ ​ CAUSES OF THE WAR OF 1812 The causes of the War of 1812 are tied to the enormous amount of fighting that had been taking place between Britain and France. The French leader, was trying to take over ​ ​ ​ ​ ​ Europe a​nd Britain was trying to stop him. Americans were making profits trading with both sides. Both Britain and France were forbidding the Americans to trade with the other side. In spite of the fact that the Americans claimed to be neutral, both sides stopped ​ ​ American ships bound for their enemy. Since the British had the stronger navy, they were more effective at stopping American shipping and were seen at the bigger problem. To make matters worse, the British were also forcing British citizens to fight in the their navy. Drafted sailors was a practice known as impressment (or impressing sailors). The ​ British believed that British citizens anywhere​ in the world could be forced to serve in His Majesty’s Navy.
    [Show full text]
  • The Ambiguous Patriotism of Jack Tar in the American Revolution Paul A
    Loyalty and Liberty: The Ambiguous Patriotism of Jack Tar in the American Revolution Paul A. Gilje University of Oklahoma What motivated JackTar in the American Revolution? An examination of American sailors both on ships and as prisoners of war demonstrates that the seamen who served aboard American vessels during the revolution fit neither a romanticized notion of class consciousness nor the ideal of a patriot minute man gone to sea to defend a new nation.' While a sailor could express ideas about liberty and nationalism that matched George Washington and Ben Franklin in zeal and commitment, a mixxture of concerns and loyalties often interceded. For many sailors the issue was seldom simply a question of loyalty and liberty. Some men shifted their position to suit the situation; others ex- pressed a variety of motives almost simultaneously. Sailors could have stronger attachments to shipmates or to a hometown, than to ideas or to a country. They might also have mercenary motives. Most just struggled to survive in a tumultuous age of revolution and change. Jack Tar, it turns out, had his own agenda, which might hold steadfast amid the most turbulent gale, or alter course following the slightest shift of a breeze.2 In tracing the sailor's path in these varying winds we will find that seamen do not quite fit the mold cast by Jesse Lemisch in his path breaking essays on the "inarticulate" Jack Tar in the American Revolution. Lemisch argued that the sailor had a concern for "liberty and right" that led to a "complex aware- ness that certain values larger than himself exist and that he is the victim not only of cruelty and hardship but also, in the light of those values, of injus- tice."3 Instead, we will discover that sailors had much in common with their land based brethren described by the new military historians.
    [Show full text]
  • The War of 1812: the Rise of American Nationalism
    University of Washington Tacoma UW Tacoma Digital Commons History Undergraduate Theses History Winter 2016 The aW r of 1812: The Rise of American Nationalism Paul Hanseling [email protected] Follow this and additional works at: https://digitalcommons.tacoma.uw.edu/history_theses Part of the European History Commons, Military History Commons, Political History Commons, and the United States History Commons Recommended Citation Hanseling, Paul, "The aW r of 1812: The Rise of American Nationalism" (2016). History Undergraduate Theses. 27. https://digitalcommons.tacoma.uw.edu/history_theses/27 This Undergraduate Thesis is brought to you for free and open access by the History at UW Tacoma Digital Commons. It has been accepted for inclusion in History Undergraduate Theses by an authorized administrator of UW Tacoma Digital Commons. The War of 1812: The Rise of American Nationalism A Senior Paper Presented in Partial Fulfillment of the Requirements for Graduation Undergraduate History Program of the University of Washington Tacoma By Paul Hanseling University of Washington Tacoma March 2016 Advisor: Dr. Allen 1 Abstract On June 18, 1812, United States President, James Madison, signed a Declaration of War against Great Britain. What brought these two nations to such a dramatic impasse? Madison’s War Message to Congress gives some hint as to the American grievances: impressment of American sailors; unnecessary, “mock” blockades and disruption of American shipping; violations of American neutral rights; and incursions into American coastal waters.1 By far, the most vocal point of contention was impressment, or the forcible enlistment of men in the navy. For their part, Great Britain viewed every measure disputed by Americans as a necessity as they waged war against the Continental advances of Napoleon and for maintaining the economic stability of the British people.
    [Show full text]
  • Who Was Jack Tar?: Aspects of the Social History of Boston, Massachusetts Seamen, 1700-1770
    W&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects 1972 Who Was Jack Tar?: Aspects of the Social History of Boston, Massachusetts Seamen, 1700-1770 Clark Joseph Strickland College of William & Mary - Arts & Sciences Follow this and additional works at: https://scholarworks.wm.edu/etd Part of the United States History Commons Recommended Citation Strickland, Clark Joseph, "Who Was Jack Tar?: Aspects of the Social History of Boston, Massachusetts Seamen, 1700-1770" (1972). Dissertations, Theses, and Masters Projects. Paper 1539624780. https://dx.doi.org/doi:10.21220/s2-v75p-nz66 This Thesis is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Dissertations, Theses, and Masters Projects by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. WHO WAS JACK TAR? ASPECTS OF THE SOCIAL HISTORY OF BOSTON, MASSACHUSETTS SEAMEN, 1700 - 1770 A Thesis Presented to The Faculty of the Department of History The College of William and Mary in Virginia In Partial Fulfillment Of the Requirements for the Degree of Master of Arts by Clark J. Strickland 1972 APPROVAL SHEET This thesis is submitted in partial fulfillment of f.hoV*A W *Y»onn ViA 1 AT*omon WAMVA* +*VW <s f* AyV A +•V A4VIac» V4 ^ OW f Master of Arts Clark J, Strickland Author Approved, July 1972 Richard Maxwell Brown PhilipsJ U Funigiello J oj Se ii 5 8 5 2 7 3 Cojk TABLE OF CONTENTS Page ABSTRACT........................................... iv CHAPTER I.
    [Show full text]
  • The Knowles Riot of 1747 and Transatlantic Opposition to Impressment Jonathan Feld Princeton University
    Penn History Review Volume 24 Article 5 Issue 2 Penn History Review 4-5-2019 Commerce and Conflict: The Knowles Riot of 1747 and Transatlantic Opposition to Impressment Jonathan Feld Princeton University This paper is posted at ScholarlyCommons. https://repository.upenn.edu/phr/vol24/iss2/5 For more information, please contact [email protected]. Commerce and Conflict Commerce and Conflict: The Knowles Riot of 1747 and Transatlantic Opposition to Impressment Jonathan Feld Princeton University In 1742, William Shirley, governor of the Province of Massachusetts Bay, gave a foreboding speech to the colony’s House of Representatives. In it, he called for a law that would prohibit impressment, the forced recruitment of merchant sail- ors into the Royal Navy. Shirley wanted the House to “pass an Act for effectually preventing this evil Practice” that would oth- erwise create a “great charge and Trouble to this government in providing Seamen for his Majesty’s Ships of War.”1 While arguing against impressment on account of these difficulties, he also cited the human cost incurred by “officers…impress- ing Men indiscriminately to the Great Grievance of particular families,” pointing to impressment’s effects on Boston’s sailors.2 Shirley also asked for an “account of the progress made in the Works at Castle William,” a fortification overlooking the entrance to Boston Harbor, in the hopes that its construction would be completed quickly.3 Little did he know, these issues would soon be linked together in an imminent crisis in the colony. Five years later, in the fall of 1747, Commodore Charles Knowles of the Royal Navy made port in Boston as his squad- ron sailed from Louisbourg to his new command in the West Indies.
    [Show full text]
  • •A Maritime History of the United States
    The Eagle’s Webbed Feet The Eagle’s Webbed Feet •A Maritime History ofA theMaritime United History ofStates the United States A To Defend a New Country (& Creating a “New” Navy) “Don’t give up the ship” “We have met the enemy and they are ours” Barbary Pirates • State sponsored piracy of long standing • Active piracy • Tribute • After 1783, American vessels were subject to capture • However, Portuguese blockade kept them out of the Atlantic • By 1785, US is routinely paying ransom and tribute to the Barbary States • Treaty with Morocco (1783) • Treaty with Algiers (1785) • 15 years of tribute would follow (up to $1M / year) Resurgence • 1789 – New constitution authorizes a Navy (over significant protests) • No action, no money • In 1793, Portugal ends Gibraltar blockade • Algiers then captures 11 American merchant ships in the Atlantic • Demands ever increasing tribute • Causes Congress to finally act in two ways (Diplomacy & a Navy) • Naval Act of 1794 (Passed by 2 votes) • The “Six Frigates” • Manning (incl. marines) • Strong opposition led to cancellation clause • 1796 – Peace accord with Algiers • President Washington forces the issue on three frigates The Six Frigates • Three 44’s, Two 38’s, and one 36 • Arguably the best frigates in the world at the time • Royal Navy report • Achieved that elusive balance that warships strive for: “To outfight anything it USS Constitution couldn’t outrun” Quasi-War with France • 1789- French Revolution • By 1796 several issues erupt between France and the U.S. • Trade deal with England • Stopped paying our debt owed to the crown (not the republic) • French deployed privateers which seized 316 ships in 1796 alone • 1798 – The X,Y,Z affair • Congress authorizes completion of the other three frigates and the procurement of a small fleet • July 7 1798 – Congress authorized the Navy to attack French warships • Big American advantage – British blockade of French warships.
    [Show full text]
  • Pirates Vs. Press Gangs: the Battle for the Atlantic História (São Paulo), Vol
    História (São Paulo) ISSN: 0101-9074 ISSN: 1980-4369 Universidade Estadual Paulista Julio de Mesquita Filho Brunsman, Denver Pirates vs. Press Gangs: The Battle for the Atlantic História (São Paulo), vol. 38, e2019004, 2019 Universidade Estadual Paulista Julio de Mesquita Filho DOI: https://doi.org/10.1590/1980-4369e2019004 Available in: https://www.redalyc.org/articulo.oa?id=221065057004 How to cite Complete issue Scientific Information System Redalyc More information about this article Network of Scientific Journals from Latin America and the Caribbean, Spain and Journal's webpage in redalyc.org Portugal Project academic non-profit, developed under the open access initiative ARTICLES PIRATES VS. Denver PRESS GANGS: BRUNSMAN The Battle for the Atlantic [email protected] Piratas vs. Bandos de Recrutamento: George Washington A Batalha pelo Atlântico University Washington, D.C., USA ABSTRACT RESUMO Pirates in the Atlantic Ocean have excited Os piratas instigam a imaginação coletiva imaginations ever since they stole from desde quando saqueavam navios mercantes merchant ships and battled naval vessels in e lutavam por embarcações no Oceano the Age of Sail. But pirates also illustrate an Atlântico, durante a Idade da Vela. Não underappreciated process in the development obstante, os piratas também contribuem para of modern states and empires: the struggle ilustrar um processo por vezes subestimado between state and non-state actors to no estudo do desenvolvimento dos Estados e establish a monopoly of violence on the Impérios modernos: a luta entre atores estatais high seas. This essay traces this contest over e não estatais para estabelecer o monopólio violence in three stages: (1) the challenge da violência no alto-mar.
    [Show full text]
  • Forced Labor and the Land of Liberty
    Forced Labor and the Land of Liberty: Naval Impressment, the Atlantic Slave Trade, and the British Empire in the Eighteenth Century by Gregory Kent Weimer Submitted in Partial Fulfillment of the Requirements for the Degree of Masters of Arts in the History Program Youngstown State University December, 2007 Forced Labor and the Land of Liberty: Naval Impressment, the Atlantic Slave Trade, and the British Empire in the Eighteenth Century Gregory Kent Weimer I hereby release this thesis to the public. I understand that this thesis will be made available from the OhioLINK ETD Center and the Maag Library Circulation Desk for public access. I also authorize the University or other individuals to make copies of this thesis as needed for scholarly research. Signature: _______________________________________________________________ Gregory Kent Weimer, Student Date Approvals: _____________________________________________________________ Dr. Martha Pallante, Thesis Advisor Date ____________________________________________________________ Dr. Diane Barnes, Committee Member Date ____________________________________________________________ Dr. David Simonelli, Committee Member Date ____________________________________________________________ Peter J. Kavinsky, Dean of Graduate Studies Date iii Abstract British naval impressment and slavery were two major social issues in the British Empire in the long-eighteenth century. Scholars have explored each issue separately, however little has been done comparing both at length. Secondary sources, political theorem, and laws, frame the role of naval impressment and slavery in the eighteenth century British Empire. The two court cases, Rex versus Tubbs and Rex versus Knowles, exemplify each issue in the governmental realm of the eighteenth century. As such, naval impressment and slavery became major imperial issues throughout the eighteenth century, and although social reformer challenged the problems associated with the growth of each institution, the necessity to the empire blocked any far-reaching changes.
    [Show full text]
  • John Paul Jones and the Curse of Home. Philological Quarterly, 99(1), Pp
    Mckeever, G. (2020) John Paul Jones and the curse of home. Philological Quarterly, 99(1), pp. 95-117. This is the author’s final accepted version. There may be differences between this version and the published version. You are advised to consult the publisher’s version if you wish to cite from it. http://eprints.gla.ac.uk/184557/ Deposited on: 03 October 2020 Enlighten – Research publications by members of the University of Glasgow http://eprints.gla.ac.uk John Paul Jones and the Curse of Home There were at least two versions of a chapbook titled History of Paul Jones, the Pirate circulating in nineteenth-century Britain, part of a body of literature on this sea captain, an international sensation and source of domestic mythology even before his death in Paris in 1792.1 John Paul, or Paul Jones as he became known, was as these chapbooks tell it, “of a wild and ardent disposition,” well-suited to “a sea-faring life.” “Prompted partly by a spirit of revenge, and partly by the prospect of plunder,” Jones would eventually “desert his national standard” and, using “his complete knowledge of the northern coasts of Great Britain,” mount a series of “marauding schemes” on behalf of the Revolutionary United States. Returning to his “native place” in April 1778, not only did Jones attack the town of Whitehaven on the English side of the Solway, where he had trained as a young mariner, but he also made a “warlike” appearance at St. Mary’s Isle in Kirkcudbrightshire, looking to take the Earl of Selkirk hostage.
    [Show full text]
  • Anti-Impressment Riots and the Origins of the Age of Revolution*
    IRSH 58 (2013), Special Issue, pp. 131–151 doi:10.1017/S0020859013000291 r 2013 Internationaal Instituut voor Sociale Geschiedenis Anti-Impressment Riots and the Origins of the Age of Revolution* C HRISTOPHER P. M AGRA Department of History, University of Tennessee 915 Volunteer Blvd, Knoxville, TN 37996-4065, USA E-mail: [email protected] ABSTRACT: This essay details the relationship between anti-impressment collective actions, the American Revolution, and the age of revolution. Naval impressment represented the forcible coercion of laborers into extended periods of military service. Workers in North American coastal communities militantly, even violently, resisted British naval impressment. A combination of Leveller-inspired ideals and practical experience encouraged this resistance. In turn, resistance from below inspired colonial elites to resist British authority by contributing to the elaboration of a poli- tical discourse on legitimate authority, liberty, and freedom. Maritime laborers stood on the front lines in the struggle for freedom, and their radical collective actions helped give meaning to wider struggles around the Atlantic world. Seafarers William Conner, Michael Corbet, Pierce Fenning, and John Ryan were Irish Americans living and working in Marblehead, Massa- chusetts, the foremost fishing port in British North America. On 22 April 1769, they were homeward bound from Cadiz, Spain on board the Pitt Packet, a brig that belonged to Robert ‘‘King’’ Hooper, a wealthy fish merchant in Marblehead, with a load of salt to be used in the colonial fisheries. Benjamin Caldwell, captain of HMS Rose, was stationed outside Marblehead’s harbor. Caldwell ordered the Pitt Packet to strike sail and await inspection.
    [Show full text]