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The Battle of Sartoga
The Battle of Saratoga By Kamden McCoy Table Of Contents This is who convinced me Chapter 1 All About The to write about the battle of America Revolution Saratoga was my teacher Mrs.Frech Chapter 2 All About The Battle Of Saratoga Thank You Chapter 3 My Point Of View Chapter 4 Why The Battle Of Saratoga Was Important Chapter 1 The battle of bunker Hill took place at April 19, 1775 The Battle Of Charles Town. June 17,1775 colonists vs Lexington and Concord the first the British The Battle went on for a long battle against the colonists vs the time it was the second battle of British. Because the colonists colonists vs the British. The colonists wanted to be independent from put up a great fight but they didn't give Great Britain. Colonists and British up it tell they knew that they had to. But the British were like theses people are troops were shooting from behind the real deal. trees, rocks hiding and firing many August 1776 the battle of New York the life’s died that day. The colonists British wanted New York because it had put up a great fight but surrender great landing for attacking south or to British. The British came out on north. The British were heading over to top. New York and so was George Washington. In the battle of New York was a tremendous fight for the colonists the first win for the colonist. The colonists had 5,000 British troops surrender. November 17, 1777-1778 winter at valley Chapter 2 George Washington wrote letter after October 17,1777 the battle of Saratoga it was letter to Congress for supplies for his poor colonists vs the British the colonists were on a army. -
Shays' Rebellion
Educational materials developed through the Howard County History Labs Program, a partnership between the Howard County Public School System and the UMBC Center for History Education. Shays’ Rebellion Historical Thinking Skills Assessed: Close Reading, Corroboration Author/School/System: Megan Brown and Ronald Bianchi, Howard County Public School System, Maryland Course: United States History Level: Upper Elementary/Middle Task Question: How did the leaders of the American Revolution view Shays’ Rebellion? Learning Outcome: Students will be able to read closely and corroborate multiple primary sources to draw conclusions about the founding fathers’ views of Shays’ Rebellion. Standards Alignment: Common Core Standards for English Language Arts and Literacy RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI.5.2 Determine two or more ideas of a text and explain how they are supported by key details; summarize the text. RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. W.5.1.a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. National History Standards Era 3: Revolution and the New Nation Standard 3: The institutions and practices of government created during the Revolution and how they were revised between 1787 and 1815 to create the foundation of the American political system based on the U.S. -
The History of the Term Limit Debate in Congress
When a Popular Idea Meets Congress: The History of the Term Limit Debate in Congress John David Rausch, jr, West Texas A&M University abstract: This paper examines the history of the term limit debate in the United States from the days of the Articles of Confedera- tion through the 1990s. The research finds that the realities of the legislative process provide infertile ground for enacting congressional term limits. Advocates of term limits serving in Congress have not had the resources to overcome the obstacles presented by the legisla- tive process. The findings contradict the conventional wisdom that Congress responds quickly to popular ideas that sweep the nation. The legislative term limit movement emerged as a signifi- 1784, pp. 98–99). The Committee found Samuel Osgood cant political phenomenon in the early 1990s. Term limi- of Massachusetts ineligible for service since he had served tation, however, was far from a new idea (see Petracca, three years after the ratification of the Articles. Osgood 1992). In fact, the idea of placing limits on the amount of withdrew from the House (Burnett, 1964). Other del- time an elected official spends in office has been debated egates were investigated, primarily for serving beyond the since before the framing of the Constitution of the United one year for which they had been elected. Some contro- States. The novelty of the Oklahoma term limit effort in versy ensued over the exact date of election for the del- 1990 was that it was successful and that it involved the egates from Rhode Island, and they refused to vacate their mass electorate using the citizen initiative process. -
George Washington's Farewell Address
Grade Level: 8 U. S and HS U.S George Washington’s Farewell Address Lesson George Washington’s Farewell Address left guidelines that he hoped would Description empower the young nation to grow in strength and remain independent. The students will work in groups to read a section of his address and summarize the main points he made. They will then share their summaries with the class as their colleagues take notes. The class will discuss how his beliefs relate to the United States today. Objectives International Relations: Students will be able to (SWBAT) explain President Washington’s view of the proper relationship between the United States and foreign nations. Partisanship / Political Parties: SWBAT analyze and evaluate President Washington’s critique of excessive partisanship and faction; SWBAT discuss the contemporary political situation based on Washington’s critique of the “spirit of party.” Nationalism/Federalism: SWBAT list the reasons given by Washington for the advantages of the union over individual sovereignty of the states; SWBAT infer Washington’s views on “states’ rights” or “federalism” from this discussion. Constitutionalism: SWBAT describe President Washington’s views on the advantages of checks and balances and constitutional government. Relationship between Religion, Morals, and Politics: SWBAT evaluate and explain the importance Washington placed on religion and virtue in sustaining free government. Essential 1. George Washington contended that the geographic situation of the United Questions States allowed it to maintain its distance from the political problems and wars of Europe. Did the early citizens follow his guideline? Does this hold true today? Why or why not? Does the U. -
Pennsylvania
pittsbu gh PROPERTY OF TWIN LIGHTS PUBLISHERS PROPERTY OF TWIN LIGHTS PUBLISHERS pennsylvania a PHOTOGRAPHIC PORTRAIT PROPERTY OF TWIN LIGHTS PUBLISHERS PROPERTY OF TWIN LIGHTS PUBLISHERS PROPERTY OF TWIN LIGHTS PUBLISHERS PROPERTY OF TWIN LIGHTS PUBLISHERS PROPERTY OF TWIN LIGHTS PUBLISHERS PROPERTY OF TWIN LIGHTS PUBLISHERS PROPERTY OF TWIN LIGHTS PUBLISHERS PROPERTY OF TWIN LIGHTS PUBLISHERS photography by amy cicconi narrative by PROPERTY OF TWIN LIGHTS PUBLISHERS PROPERTYchristy repepOF TWIN LIGHTS PUBLISHERS PROPERTY OF TWIN LIGHTS PUBLISHERS PROPERTY OF TWIN LIGHTS PUBLISHERS pittsbu gh pennsylvania PROPERTY OF TWIN LIGHTS PUBLISHERS PROPERTY OF TWIN LIGHTS PUBLISHERS PROPERTY OF TWIN LIGHTS PUBLISHERS PROPERTY OF TWIN LIGHTS PUBLISHERS PROPERTY OF TWIN LIGHTS PUBLISHERS PROPERTY OF TWIN LIGHTS PUBLISHERS a photographic portrait PROPERTY OF TWIN LIGHTS PUBLISHERS PROPERTY OF TWIN LIGHTS PUBLISHERS PHOTOGRAPHY BY AMY CICCONI NARRATIVE BY CHRISTY REPEP PROPERTY OF TWIN LIGHTS PUBLISHERSTWIN LIGHTS PUBLISHERS | ROCKPORT, PROPERTY MASSACHUSETTS OF TWIN LIGHTS PUBLISHERS Copyright © 2016 by Twin Lights Publishers, Inc. All rights reserved. No part of this book may be reproduced in any form without written permission of the copyright owners. All images in this book have been reproduced with the knowledge and prior consent of the artists PROPERTY OF TWIN LIGHTSconcerned and PUBLISHERSno responsibility is accepted PROPERTY OF TWIN LIGHTS PUBLISHERS by producer, publisher, or printer for any infringement of copyright or otherwise, arising -
Non-Colonists in the American Revolution
Non-Colonists in the American Revolution Non-Colonists in the American Revolution by ReadWorks French fleet (left) against British fleet (right) in Second Battle of the Virginia Capes From the point of view of some Europeans, the American Revolution pitted the ideals of the Enlightenment, republicanism, and democracy against Europe's established order, as exemplified by Britain. Some countries found that watching wasn't enough-they joined the fight. One of these countries was France. Without France, a very important ally of America in the Revolutionary War, the Americans might not have defeated the British army. The French supported the Americans for a number of reasons. A weakened England could only heighten France's status and influence-both in Western Europe and around the world as various countries competed to establish colonies. Some French might have been seeking payback. Only twelve years before the American Revolution, France was at war with Britain in the Seven Years' War, and they lost. This resulted in France being forced to give North American territories to Britain. Five months after the Declaration of Independence was signed, Benjamin Franklin traveled to Paris. He hoped to explain the revolutionary cause to the French and enlist their support. Franklin was already popular in France for his writings and scientific discoveries, and he was able to secure French support. At first, France supported the Americans only in secret. Gunpowder, ammunition, weapons, and money were smuggled into the country, hidden in commercial ships. Military strategists crossed the Atlantic to advise Continental Army military commanders. In February 1778, France officially recognized the United States (following the Battle of Saratoga, in which the Continental Army decisively defeated the British army and gave a resurgence of hope to the Americans' fight for independence), and the countries signed an alliance. -
District of Columbia Social Studies Pre-K Through Grade 12 Standards
SOCIAL STUDIES District of Columbia Social Studies Pre-K through Grade 12 Standards SOCIAL STUDIES Contents Introduction . 2 Grade 4 — U.S. History and Geography: Making a New Nation . 18 Prekindergarten — People and How They Live . 6 The Land and People before European Exploration . 18 Age of Exploration (15th–16th Centuries). 18 People and How They Live . 6 Settling the Colonies to the 1700s . 19 Economics . 6 The War for Independence (1760–1789) . 20 Time, Continuity, and Change . 7 Geography . 7 Grade 5 — U.S. History and Geography: Westward Expansion Civic Values and Historical Thinking. 7 to the Present . 22 Kindergarten — Living, Learning, and Working Together. 8 The New Nation’s Westward Expansion (1790–1860) . 22 The Growth of the Republic (1800–1860) . 22 Geography . 8 The Civil War and Reconstruction (1860–1877). 23 Historical Thinking . 8 Industrial America (1870–1940) . 24 Civic Values . 8 World War II (1939–1945) . 25 Personal and Family Economics . 9 Economic Growth and Reform in Contempory America Grade 1 — True Stories and Folktales from America (1945–Present) . 26 and around the World . 10 Grades 3–5 — Historical and Social Sciences Analysis Skills . 28 Geography . 10 Chronology and Cause and Effect . 28 Civic Values . 10 Geographic Skills . 28 Earliest People and Civilizations of the Americas . 11 Historical Research, Evidence, and Point of View . 29 Grade 2 — Living, Learning, and Working Now and Long Ago . 12 Grade 6 — World Geography and Cultures . 30 Geography . 12 The World in Spatial Terms . 30 Civic Values . 12 Places and Regions . 30 Kindergarten–Grade 2 — Historical and Social Sciences Human Systems . -
Germantown PA: Researching the Great Road Welcome Mat
Germantown PA: Researching the Great Road Welcome Mat Barbara McDowell Dowdall A. Philip Randolph Career Academy High School Overview Rationale Background Objectives Strategies Activities Resources Appendix Overview “…Germantown had a reputation as the place to go…” Stephanie Grauman Wolf, Urban Village The greater accessibility of information through computers and the Internet serves to foster the illusion that the ability to retrieve words and numbers with the click of a mouse also confers the capacity to judge whether those words and numbers represent truth, lies, or something in between. Susan Jacoby, The Age of American Unreason. Germantown, Pennsylvania, a village established in the earliest days of Penn’s Woods, because of its combined proximity to and distance from Philadelphia, has attracted and welcomed newcomers throughout its near 325 years of history. Beginning in 1683 with the arrival of Daniel Pastorious, an agent for a Dutch trading company, immigrants brought their hopes and dreams, their worldly goods, and – in keeping with William Penn’s “Holy Experiment” – an agreed-upon commitment to tolerance and Quakerly Christian caring. Although not representing the prime waterfront sites Pastorious had sought, the northwest region of the Delaware Valley offered a vigorous stream, the Wissahickon Creek, and other tributaries, inviting woods and arable land that had proved satisfactory for generations of the Leni Lenape people. This unit is intended for use as an introductory research supplement for 9th grade students in English 1 classes and/or a refresher for seniors with more advanced requirements. Students will conduct research on the web, in their school and neighborhood libraries, at the Germantown Historical Society and in community historic sites like the Johnson House, a stop on the Underground Railroad. -
News and Comment
NEWS AND COMMENT The Pennsylvania Historical Convention held at State College September 15, 16, and 17 under the auspices of the Pennsylvania Federation of Historical Societies and the Pennsylvania State Historical Commission was attended by over a hundred people from all parts of the state. The program included addresses on projects in Pennsylvania history and archeology, illustrated lectures, papers on historical subjects, and discussions of the problems of historical societies and teachers of history. At a business session those in attendance voted to constitute them- selves 'The Pennsylvania Historical Association"; elected as temporary officers, the Honorable Boyd Hamilton, president, Dr. Roy F.Nichols, vice president, and Dr. Paul W. Gates, secretary ; and directed the president to appoint a committee to draft a con- stitution and to make arrangements for another convention, at which the organization willbe completed. The Virginia Historical Society celebrated its centennial on December 29, 193 1. Itis interesting to note that the principal address on this occasion was delivered by a New Englander, Dr. Charles M. Andrews of Yale University. This address, entitled "Virginia's Place in Colonial History" is published in the July number of the Virginia Magazine of History and Biography. A group of official papers relating to the construction of the Cumberland Road has recently been acquired by the Library of Congress from the United States War Department. The fourth volume of Ellis Paxson Oberholtzer's History of the United States since the Civil War (New York, The Mac- millan Company, 193 1. 743 p.) covers the period 1878-88. Of the eight chapters in the volume, five are essentially political history written from the point of view of the national govern- ment, one is a long monograph on "The Chinese," and the other two are surveys of social and economic conditions and develop- ments in "The New South" and "In the West." It is to be 360 1932 NEWS AND COMMENT 361 regretted that a similar survey was not included for the rest of the country. -
Locating Liberty: the 1769 State House Observatory
Locating Liberty: The 1769 State House Observatory TODD M. BABCOCK Professional Land Surveyor United States EDWIN F. S. DANSON Independent Consulting Chartered Surveyor and Geospatial Engineer United Kingdom he early years of the 18th century saw the beginning of a radical philosophical movement across the 13 American Colonies. T Known as the American Enlightenment, the ideas that origi- nated in Europe developed a distinctly American ethos (Ferguson 1997), particularly in the fields of religious tolerance, political atti- tudes, reason, and liberty—ideas enshrined in the Declaration of Inde- pendence. Where the European Enlightenment made giant strides in scientific thought and discovery, “American science was a branch of British science and depended on Europe for inspiration and ideas . .” (Greene 1968, 22). However, all that changed in 1769 with the merging of the Philosophical Society with the American Society for Promoting Useful Knowledge to form the American Philosophical Society, with Benjamin Franklin its first President (Bell 1964, 7). In the same year of 1769, the new American Philosophical Society, in correspondence with the Royal Society of London, joined the inter- national effort to observe a rare transit of Venus across the face of the Sun on June 3 of that year. Transits of Venus occur in pairs, eight years apart, repeating only every hundred years or so.1 The results of the previous transit of 1761, which occurred in the middle of the Seven Years’ War, had been disappointing, and it was hoped that the 1769 transit would be more successful. For the scientists of Europe, the major difficulty was that the transit would not be visible across most of their continent necessitating sending skilled observers around the world. -
Rochambeau Revolutionary Route in the State of New York, 1781-1782
THE WASHINGTON - ROCHAMBEAU REVOLUTIONARY ROUTE IN THE STATE OF NEW YORK, 1781-1782 An Historical And Architectural Survey Project Historian: ROBERT A. SELIG, Ph. D. Project Director: Dr. James M. Johnson, Colonel, US Army (Ret.) Sponsor: Florence Gould Foundation Administered by: Hudson River Valley Greenway 2001 Hudson River Valley Greenway Capitol Building Capitol Station Room 254 Albany, NY 12224 Tel.: (518) 473 3835 Fax: (518) 473 4518 www.hudsongreenway.state.ny.us Copyright © Robert A. Selig For additions/corrections/suggestions contact the author at www.xenophongroup.com/vita/selig For additional copies of this report contact: Hudson River Valley Institute Marist College 3399 North Road Poughkeepsie, New York 12601-1387 Phone: Fax: 845-575-3052 845-575-3560 [email protected] TABLE OF CONTENTS 2 1. ACKNOWLEDGEMENTS 5 2. INTRODUCTION Purpose of the Project 6 Scope of the Project 7 Goals of the Project 8 Sources 9 3. METHODOLOGY 3.1 Criteria for Selection: How Sites Were Chosen for Inclusion 12 3.2 The Form 14 3.3 Other Parts of the Survey Report 15 3.4 Recommendations 15 4. LEGISLATIVE HISTORY OF THE ROUTE 17 5. HISTORICAL BACKGROUND 5.1 France and Great Britain on the Eve of American Independence 21 5.2 French Aid prior to the Alliance of 1778 24 5.3 The Failed Invasion of 1779 and the Decision to send Troops to America 33 5.4 The Comte de Rochambeau and the troops of the expédition particulière 35 5.4.1 The Officer Corps 36 5.4.2 The Rank and File 44 6. -
The George Washington University Upon Arrival Handbook 2 Upon Arrival Handbook TABLE of CONTENTS WELCOME to GW
The George Washington University Upon Arrival Handbook 2 Upon Arrival Handbook TABLE OF CONTENTS WELCOME TO GW .................................................................6 PERSONAL SAFETY TIPS ............................................................................20 OFFICE FOR STUDY ABROAD (OSA) ..........................................................6 KNOW YOUR RIGHTS .................................................................................21 INTERNATIONAL SERVICES OFFICE (ISO) ................................................6 COPING WITH A NEW CULTURE ...........................................22 ON-CAMPUS EMPLOYMENT AUTHORIZATION & INTERNSHIPS.............7 HOW DO I ADJUST? ...................................................................................23 IMMIGRATION MATTERS .....................................................7 WHAT AMERICANS ARE LIKE ....................................................................24 LIVING ON CAMPUS ..............................................................8 INDIVIDUALISM .........................................................................................24 GW DEFINITIONS: .......................................................................................8 PRIVACY .....................................................................................................24 TIME ORIENTATION ..................................................................................24 CONNECTING TO THE INTERNET ................................................... 9 DIRECTNESS