DOCSLIB.ORG

Ni3torical50ciety MONTGOMERY COUNTY PENNSYLVANIA J\Ro/?RISTOWN

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Ni3torical50ciety MONTGOMERY COUNTY PENNSYLVANIA J\Ro/?RISTOWN BULLETIN ni3TORICAL50CIETY MONTGOMERY COUNTY PENNSYLVANIA J\rO/?RISTOWN ffiHERY PUBLISHED BY THE SOCIETY AT 1T5 BUILDING DEKALB SlKBSt NORRISTOWN.PA. FALL, 1963 VOLUME XIV NUMBER 1 PRICE $1.50 The Historical Society of Montgomery County OFFICERS Hon. David E. Groshens, President George K. Brecht, Esq., Vice-President Hon. Alfred L. Taxis, Jr., Vice-President Dr. Edward F. Corson, Vice-President Eva G. Davis, Recording Secretary Mrs. Earl W. Johnson, Corresponding Secretary Mrs. LeRoy Burris, Financial Secretary and Librarian Lyman a. Kratz, Treasurer TRUSTEES Kirke Bryan, Esq. Robert C. Bucher Harry L. Christman Mrs. H. H. Francinb Donald A. Gallager, Esq. Herbert H. Ganser Hon. David E. Groshens Kenneth H. Hallman Nancy P. Highley Arthur H. Jenkins Hon. Harold G. Knight Lyman A. Kratz WiLLUM S. Pettit Robert R. Titus Mrs. F. B. Wildman, Jr. SketijU ol FAYBTTE'S ^osinox . Horciviico^ ...K />»nV«fX#A^/v*fewwV^uwW«we/.. tl ,,.T itiW...t.. A<l«A*tf<4*/^ yUmftmu^um«dfy<^k>^ KitgRkwiJ fbr5laltti»n!( JlinorvoruvAuwHran%V^ LAFAYETTE'S POSITION AT BARREN HILL THE BULLETIN of the HISTORICAL SOCIETY OF MONTGOMERY COUNTY Published Semi-Annually — Spring and Fall Volume XIV Fall, 1963 Number 1 CONTENTS The Revolution in Relation to Montgomery County John F. Reed 3 Private Yankee Doodle in Montgomery County Joseph Plumb Martin Edited by George F. Scheer 23 Life on the Farm a Century Ago Elizabeth A. Slough Garber 42 A Slough Family Sale 59 Just Memories Elizabeth A. Slough Garber 60 The Gulph Grist Mill Charles S, Boyer 68 In Memoriam 71 Reports 72 PUBLICATION COMMITTEE Mrs. LeRoy Burris John F. Reed Mrs. Earl W. Johnson Dr. William T. Parsons Chairman Copyright, 1963, by the Historical Society of Montgomery County 1 The Revolution in relation to Montgomery County* John F. Reed Without the written word there would be no truth to the story of history. The past has no more intimate, and therefore truthful, way of presenting its real self to us than through the records it has left and tiiat time has been so kind as to preserve. Without these records we would possess only hearsay evidence which so alters with the retelling that it becomes fictitious. I hoi)e to describe the Revolutionary Campaign in the vicinity of Philadelphia, and particularly in Montgomery County, not as elicited from textbooks and tradition but from actual letters and documents in my private collection. Some of these manuscripts were on display at the Society for this occasion. The year 1777 began in hope and ended in another crisis for the American cause. It began with the victory at Princeton and ended at Valley Forge. In the spring of that year General Wil liam Howe, the British commander, attempted to bring the American army under Washington to a decisive battle in northern New Jersey. Washington, however, his army being too weak in numbers, refused the contest, and on July 1 the dis appointed Howe withdrew his army to Staten Island. Mean while General Burgoyne had begun his campaign southward from Canada with the expectation that Howe would proceed north from New York and meet Burgoyne at Albany. Wash ington, too, considered this to be Howe's obvious plan of cam paign, especially since Howe had assembled a fleet of transports at Staten Island with which the British army at New York could be transported up the Hudson River. To counteract such an enemy move the American Commander-in-Chief commenced *Read before the Society, Apr. 10, 1963. Mr. Heed serves on the Fablication Committee of this Society and is a Director of the Manuscript Society. Mr. Reed's book. Campaign to Valley Forge, will soon appear. 4 BULLETIN OF HISTOEICAL SOCIETY OF MONTGOMERY COUNTY a march north. Much to Washington's surprise, however, Gen eral Howe, having embarked his army, put to sea on a southward course. Washington immediately divined that Howe's objective was an attack on Philadelphia via Delaware Bay, and the American Commander-in-Chief marched across New Jersey to defend the then national capital. As the American army approached Philadelphia Washing ton proceeded ahead to confer with Congress, leaving the army under the immediate command of General Nathanael Greene. Washington reported to Greene the arrival of the British fleet in the mouth of Delaware Bay. "We have not received any certain intelligence," the Commander-in-Chief wrote, "that the Fleet have got within tiie Capes. By the last accounts they were beating in, the wind unfavorable." Another surprise, however, soon greeted the American commander. General Howe, abandon ing his designs on Philadelphia via the Delaware River, again disappeared to sea, still sailing southwards. Puzzled, Washington deduced that Howe planned an attack on the southern states and the American Commander-in-Chief prepared to return to the Hudson to defeat Burgojme. Just in time to prevent this American maneuver the British fleet was sighted in Chesapeake Bay and Washington could not be certain that the British planned an attack on Philadelphia from the rear. Washington thereupon marched into Delaware to face the Brit ish landing near Elkton, then known as Head of Elk. The British soon began what appeared to be a march to attack the Americans below Wilmington. John Willson, a soldier in Wash ington's army, predicted in a letter, "It seems likely a very hot Ingagraent will soon be fought. If the armies meet it will lae as heavy a battle as ever was fought in America. I believe the Gen[era]1 is determined to stand it to the last before he'll suffer the enemy to git Phila[delphi]a." General Howe, however, had other ideas and flanked the Americans out of their position by a march into Pennsylvania. Washington was forced to follow, and the two armies met at the Battle of Brandywine on September 11. The diary kept by Surgeon Ebenezer Elmer of the American army, describes the THE REVOLUTION IN RELATION TO MONTGOMERY COUNTY 5 American defeat. Howe had divided his army and attacked the American right three miles above Chad's Ford. Surgeon Elmer reported, "we formed ab[ou]t 4 oClock on an Eminence .. presently a large [enemy] Column Came on in front playing ye Grenadiers March & Now the Battle began w[hic]h proved Excessive severe ... a Column of the Enemy came upon our right flank w[hic]h Caused ym to give way w[hie]h soon extended all along ye line; we retreated & formed on ye first ground" to the rear, but again the Americans were driven. "Whilst we were engaged on the right," continued Elmer, "another body of the Enemy Came over Chad's ford & attacked Genl Waynes Division ... here our people likewise gave way .. Genl Greens Divisions being a reserve were sent ... to their assistance on ye right but it was almost night before they came up, they gave the Enemy some smart fire & it Coming on night they retired also. We all made for Chester & were ordered to assemble there." In 1868 Mrs. Abbey Speakman dictated her remembrances to her granddaughter. In these exhibited recollections Mrs. Speak man, who was a child of seven in 1777, remembered, "In the evening a great company of American soldiers came" to the Speakman farm. "They came flocking into the yard, and sat down on the cider press, troughs and benches, and every place they could find, they seemed so tired. Father said, 'Bring bread and cheese and cut for them.' They were so hungry ... and we cut up all the bread and cheese we had. I know I got no supper .. ." Surgeon Elmer continued his report: "I being excessive tired stopped . ab[ou]t 12 o'Clock [midnight] just without ye town [of Chester] having sent on a waggon load of wounded." As a result of the battle, as Elias Boudinot's letter to his wife records, "all was confusion [in Philadelphia but] our army still in high spirits [and] we hope for the best amidst the Gloom." The following day, September 12, Surgeon Elmer added, "Our men tho' fatigued were ordered on over Schuylkill ... & they went up to ye falls," that is, the Falls of Schuylkill, near Germantown, where the army encamped. On September g BULLETIN OF HISTORICAL SOCIETY OF MONTGOMERY COUNTY 14, since the British made little effort to move from the scene of the recent battle, Washington crossed his army into Mont gomery County, which was then, of course, still part of old Philadelphia County. The American army forded the Schuylkill at Levering's Ford, at the present Roxboro, and proceeded to Merion Meeting where the route of march joined the old Lan caster Road, now Montgomery Avenue at that point. The troops then marched west to the Buck Tavern at the present Bryn Mawr, where they spent the night. The following day the route led the army into Chester Couniy where a prospective battle now called the Battle of the Clouds was wadied out by a great rainstorm, and the Americans retreated into northern Chester County, their ammunition having been ruined by the storm. A few days later the army recrossed the Schuylkill into present Montgomery County at Parkers* Ford in order to prevent the British, who were then encamped in the Chester Valley, from crossing the river. Meanwhile General Wayne, whom Washing ton had left behind to attack the British wagon-train, was un fortunately surprised and defeated at the Paoli Massacre. By a sudden westward maneuver through Valley Forge that caught Washington by surprise the British threatened the American depots at Pottstown and Reading. This forced the American Gommander-in-Chief likewise to move west to protect his supplies.
Load more

Recommended publications
  • Starving Soldiers: Joseph Plumb Martin
    1 Revolutionary War Unit Starving Soldiers: Joseph Plumb Martin TIME AND GRADE LEVEL One 45 or 50 minute class period in a Grade 4-8. PURPOSE AND CRITICAL ENGAGEMENT QUESTIONS History is the chronicle of choices made by actors/agents/protagonists who, in very specific contexts, unearth opportunities and inevitably encounter impediments. During the Revolutionary War people of every stripe navigated turbulent waters. As individuals and groups struggled for their own survival, they also shaped the course of the nation. Whether a general or a private, male or female, free or enslaved, each became a player in a sweeping drama. The instructive sessions outlined here are tailored for upper elementary and middle school students, who encounter history most readily through the lives of individual historical players. Here, students actually become those players, confronted with tough and often heart-wrenching choices that have significant consequences. History in all its complexity comes alive. It is a convoluted, thorny business, far more so than streamlined timelines suggest, yet still accessible on a personal level to students at this level. In this simulation, elementary or middle school students become privates in the Continental Army who are not receiving adequate rations. It is spring of 1780, and they have just survived the coldest winter in recorded history on the mid-Atlantic East Coast, with no food for days on end— but food is still scant, even after the weather has warmed. They want to register their complaint, but how forcibly should they do so? Should they resort to extreme measures, like mutiny or desertion? What might they do short of that? Students placed in this situation will be able to internalize hardships faced by common soldiers in the Revolutionary War.
    [Show full text]
  • CHAINING the HUDSON the Fight for the River in the American Revolution
    CHAINING THE HUDSON The fight for the river in the American Revolution COLN DI Chaining the Hudson Relic of the Great Chain, 1863. Look back into History & you 11 find the Newe improvers in the art of War has allways had the advantage of their Enemys. —Captain Daniel Joy to the Pennsylvania Committee of Safety, January 16, 1776 Preserve the Materials necessary to a particular and clear History of the American Revolution. They will yield uncommon Entertainment to the inquisitive and curious, and at the same time afford the most useful! and important Lessons not only to our own posterity, but to all succeeding Generations. Governor John Hancock to the Massachusetts House of Representatives, September 28, 1781. Chaining the Hudson The Fight for the River in the American Revolution LINCOLN DIAMANT Fordham University Press New York Copyright © 2004 Fordham University Press All rights reserved. No part of this publication may be reproduced, stored ii retrieval system, or transmitted in any form or by any means—electronic, mechanical, photocopy, recording, or any other—except for brief quotation: printed reviews, without the prior permission of the publisher. ISBN 0-8232-2339-6 Library of Congress Cataloging-in-Publication Data Diamant, Lincoln. Chaining the Hudson : the fight for the river in the American Revolution / Lincoln Diamant.—Fordham University Press ed. p. cm. Originally published: New York : Carol Pub. Group, 1994. Includes bibliographical references and index. ISBN 0-8232-2339-6 (pbk.) 1. New York (State)—History—Revolution, 1775-1783—Campaigns. 2. United States—History—Revolution, 1775-1783—Campaigns. 3. Hudson River Valley (N.Y.
    [Show full text]
  • The Impact of Weather on Armies During the American War of Independence, 1775-1781 Jonathan T
    Florida State University Libraries Electronic Theses, Treatises and Dissertations The Graduate School 2011 The Force of Nature: The Impact of Weather on Armies during the American War of Independence, 1775-1781 Jonathan T. Engel Follow this and additional works at the FSU Digital Library. For more information, please contact [email protected] THE FLORIDA STATE UNIVERSITY COLLEGE OF ARTS AND SCIENCES THE FORCE OF NATURE: THE IMPACT OF WEATHER ON ARMIES DURING THE AMERICAN WAR OF INDEPENDENCE, 1775-1781 By JONATHAN T. ENGEL A Thesis submitted to the Department of History in partial fulfillment of the requirements for the degree of Master of Arts Degree Awarded: Spring Semester, 2011 The members of the committee approve the thesis of Jonathan T. Engel defended on March 18, 2011. __________________________________ Sally Hadden Professor Directing Thesis __________________________________ Kristine Harper Committee Member __________________________________ James Jones Committee Member The Graduate School has verified and approved the above-named committee members. ii This thesis is dedicated to the glory of God, who made the world and all things in it, and whose word calms storms. iii ACKNOWLEDGEMENTS Colonies may fight for political independence, but no human being can be truly independent, and I have benefitted tremendously from the support and aid of many people. My advisor, Professor Sally Hadden, has helped me understand the mysteries of graduate school, guided me through the process of earning an M.A., and offered valuable feedback as I worked on this project. I likewise thank Professors Kristine Harper and James Jones for serving on my committee and sharing their comments and insights.
    [Show full text]
  • The Revolutionary Struggle in New Jersey, 1776-1783
    The Revolutionary Struggle in New jersey, 1776-1783 LEWIS F. OWEN NEW JERSEY'S REVOLUTIONARY EXPERIENCE Larry R. Gerlach, Edito.r This series of publications is dedicated to the memory of Alfred E. Driscoll, governor of New Jersey from 1947 to 1954, in grateful tribute to his lifelong support of the study and teaching of the history of New Jersey and the United States. He was a member of the New Jersey Historical Commission from 1970 until his death on March 9, 1975. The Revolutionary Struggle in New Jersey, 1776-1783 LEWIS F. OWEN New jersey Historical Commission library of Congress Cataloging in Publication Data Owen, Lewis F The Revolutionary struggle in New Jersey, 1776-1783. (New Jersey's Revolutionary experience; 16) Bibliography: p. SUMMARY: Beginning with the British invasion of Gravesend Bay, Long Island, in August, 1 776, traces the ensuing military events which occurred in New Jersey until the end of the Revolutionary War. 1. New Jersey-History-Revolution, 1775-1783. [l. New Jersey­ History-Revolution, 1775-1783] l. Title. II. Series. E263.N5N78 no. 16 974.9'03s [974.9'03] 76-19072 Price: $.50 Designed by Peggy Lewis and Lee R. Parks Copyright "1975 by the New Jersey Historical Commission. All rights re­ served. Printed in the United States of America THE NEW JERSEY HISTORICAL COMMISSION is an official agency of the state of New Jersey, in the division of the State Library, Archives and History, Department of Education. Fred G. Burke, Commis­ sioner, Ralph H. Lataille, Deputy Commissioner. 113 West State Street, Trenton, NJ 08625 John T.
    [Show full text]
  • Rappin' History
    Rappin’ History Composing Historical Raps in the Classroom with Lessons Integrating Historical Raps from the Broadway Show Hamilton Rappin’ in the Classroom Hamilton! Lessons Using the Broadway Show Hamilton Traveling Exhibit Activities Lois MacMillan – 2018 Jane Ortner Education Award Submission South Middle School – Grants Pass, OR Outline of Rappin’ History Introduction: Impact of the Broadway show Hamilton & Historical Rap Lesson Experiences (pages 1-2) “Composing Historical Raps” Five Day Lesson Plan (pages 3-21) o Joseph Plumb Martin Worksheet PDF o Joseph Plumb Martin Adventures, Sufferings, and Dangers PDF o Joseph Plumb Martin Bio PDF o Article “Of Rocks, Trees, Rifles, and Militia” PDF o Rap Facts Worksheets PDF “World Turned Upside Down” The Battle of Yorktown Lesson Plan (pages 22-26) o “World Turned Upside Down Worksheet” PDF “Constitution Needed!” Events Around the Constitution Lesson Plan (pages 27-37) o “Events Around the Constitution” PDF o “Events Around the Constitution Worksheet” PDF o PowerPoint “Plain, Honest Men” “The Dinner Deal” Choosing the Nation’s Capital Lesson Plan (pages 38-44) o “The Dinner Deal Worksheet” PDF o “In Room Where It Happens” PDF “Election of 1800” Crisis in the Electoral College Lesson Plan (pages 45-49) o “Election of 1800” PDF “Code Duello and the Hamilton-Burr Duel” Two Day Lesson Plan (pages 50-57) o “Code Duello” PDF o PowerPoint “Five Duel Experiences” o “Your Obedient Servant” PDF Introduction: In 2004, Ron Chernow published Hamilton, earning him Gilder Lehrman’s George Washington Book
    [Show full text]
  • Teaching the American Revolution
    THE SOCIETY of the CINCINNATI Teaching the American Revolution Cheney, Lynne. When Washington Crossed the Delaware: A Wintertime Story for Young Patriots. New York: Simon and Schuster, 2004. Published in paperback 2012. Recommended for ages 6 and up Lynne Cheney, former chairman of the National Endowment for the Humanities, retells the story of the Continental Army’s crossing of the ice-choked Delaware on Christmas in 1776 and the subsequent American victory at the Battle of Trenton in this book for young readers. This is a story of heroism, persistence, and patriotism overcoming enormous obstacles, well told and handsomely illustrated. This is an ideal book for reading aloud to first through third grade classes. Hardcover: ISBN-10: 0689870434 ISBN-13: 978-0689870439 Paperback: ISBN-10: 1442444231 ISBN-13: 978-1442444232 Forbes, Esther. Johnny Tremain. New York: Dell, 1987. First published 1943 by Houghton Mifflin. Recommended for ages 10 and up Johnny Tremain should need no introduction. For nearly seventy years it has been the best work of historical fiction for young people on the American Revolution—and is properly regarded as a classic. It won the Newbery Award in 1944 and remains a great book to assign to students in the fifth or sixth grades. Johnny Tremain tells the story of a young man caught up in the American Revolution. As it opens, Johnny is a gifted apprentice silversmith in pre-Revolutionary Boston. He injures his hand in an accident in the shop and the hand is crippled for life. No longer able to work as a silversmith, he finds work in a printer’s shop, where he comes in contact with patriot leaders and is drawn into the Revolutionary movement.
    [Show full text]
  • Naval Heroes
    \ \ t THE EVENING JOURNAL, WEDNESDAY, OCTOBER 5. 1910 9 Admiral P.F.Harrington Lauds Delaware's Naval Heroes upon his tomb, 'His private character nada with such precipitation as to was no less beautiful than his public T- t "i /ÿÉ suggest the term Might, leaving be­ 2Z % * e v services were distinguished ’ The hind many valuable provisions of Student of naval warfare will find In WRC. ! I A the deliberate preparations of the ’ I he British were already in pos­ captain of the Wasp to meet the session of a pact of what is now the Frolic and her armed convoy, the ap­ ; State of Maine, and the invasion con­ A, ' proach towards an enemy of superior templated the occupation of the north­ r ^ force, and the conduct of that sanguin­ ern part of New York, with a view . /■ j j ary combat the highest proofs of pro­ is m to a re-allgnment of the frontier upon fessional competence and personal de­ the conclusion of terras of peace. r* mmm votion. The conflict was brilliant, a One year and a day before tbe battle. [-/■ m • w ./<• shining example of skill and valor, Perry’s victory on Lake Erie had se­ l ; W cured control of the upper lakes and • / but Its value is traced by Its bene­ •fj \n ’ f. ficent results, its Influence upon the ..t” freedom from hostile expeditions in jsx-. : -ip J people and effect upon the national that quarter It was Macdonough’s » * Â 2 iv.MWr i’rV '»I I Interests. fortune, one month after the British t had occupied Washington and burned Sp K ■ "During a quarter of a century fol­ Si ' ■ u-.
    [Show full text]
  • Blood, Smoke, and Freedom
    NARRATIVE NONFICTION reads like fiction but it’s all true Blood, Smoke, and A TrueF Storyre of theedom American Revolution Join Lauren for a special virtual field trip to the Museum of the American Revolution in Philadelphia. GaryHanna Details online. 4 SCHOLASTIC SCOPE • MARCH 2018 Nonfiction Blood, Smoke, and A TrueF Storyre of theedom American Revolution Joseph Plumb Martin was still a boy when he became an American soldier. Could he survive his first battle? By Lauren Tarshis As You Read What was it like to be a soldier in the American Revolution? oom! Boom! Boom! Thundering cannon explosions shook the ground and thick smoke filled the air as 15-year-old Joseph Plumb Martin lay in the dirt, struggling to stay alive. It was August 27, 1776, in Brooklyn, New York, and America and England were fighting the first major battle of the Revolutionary War. Only three months earlier, Joseph had begged his family to let him join the BAmerican army. Being a soldier would be a thrilling adventure, he was sure. Of course America would win! But now Joseph realized that the Americans were doomed. A terrible cacophony of cries and moans from wounded soldiers rose up into the summer sky; hundreds of soldiers were dead. It seemed Joseph had two choices: Surrender—or die. SCOPE.SCHOLASTIC.COM • MARCH 2018 5 A New World arrived, hundreds of thousands “Seeds of Courage” Joseph was born in 1760, when of Native American people were At first, the thought of fighting the United States was not yet a dying. They died of diseases terrified Joseph.
    [Show full text]
  • Segment 2- 1.Pub
    Please note: Each segment in this Webisode has its own Teaching Guide The Declaration of Independence created a sense of national and historical purpose, elevating the revolutionary struggle to a profound world event and further unifying colonial sentiment. A government derives its “just powers from the consent of the governed,” and its purpose is to secure the “inalienable rights” of “life, liberty, and the pursuit of happiness.” The revolution opened a door for debate about the rights not only of colonists but also of women and African Americans. As Abigail Adams and others pressed for greater legal rights, women manned the home front, aided the war effort, and even shouldered arms in some instances. African Americans, though initially scorned for service, enlisted and served alongside their white counterparts, and their distinguished service further undermined the injustice of slavery. The declaration forced many colonists to recognize the inconsistency of slaveholders demanding the rights they denied to others, and some colonial leaders denounced slavery and the slave trade. The revolution became not only a war for the people but a war of the people, drawing from the strengths of young and old, black and white, men, women, and children. Teacher Directions 1. Students, in small teams, discuss the following questions. • Why was the American Revolution a “people’s war”? • Why might African Americans have fought for a nation that allowed enslavement of their race? 2. Make sure students understand the following points in discussing the questions. Ordinary people fought the American Revolution for the rights of ordinary people. The first soldiers—the minutemen—were farmers, craftsmen, and others who took up arms in defense of their rights.
    [Show full text]
  • E..Rs 1 'Te. X+E.~
    Roosevelt, Franklin D. NAVAL AND MARINE MANUSCRIPT COLLECTION 1731-1942 Accession Numbers: 42-134, 42-357, 43-95, 43-117, 47-15, 47-1~5, 53-3 The papers were presented to the Library by Franklin D. Roosevelt and several other donors. This material is subject to copyright res·trictions under Title 17 of the u.s. Code. Quantity: 36 feet (approximately 72,~~~ pages) Restrictions: None Related Materials: Franklin D. Roosevelt Papers pertaining to Family, Business and Personal Affairs Naval Book Collection .Naval Photograph and Print Collection \. • .... ' • . a/ 1 't.E.. , 0 e..rs X+e.~ - C.<:t.b. +'l- rt-.:Co -0-J.~ /fN-A-. ]),-.,._; r- f Group 7 Naval History Manuscripts A Abbott, Francis (Revolutionary patriot) 1 item [1784?] Adams, Henry A. (Commander, U.S.N.) 1 item (1848) Adams , John (President) (SOME OVERSIZE) 5 items (1775-1813) Albert, Johns. (Chief Engineer, USN) 1 item (1870) Alden, James (Rear Admiral) 2 items (1869, 1870) Alexander, Charles (Capt. in Continental Navy) 1 item (1765) Allen , Charles H. (Asst. Secy. of Navy) 1 item (1898) Allen, William H. (Comdg. U.S.S. Congress) 1 item (1818) Almy, John J. (Rear Admiral) 149 items (1862-73) America, u.s.s. 1 item 18 pp. (1813) American Insurance Company 3 items (1833-34) Ammen , Daniel (Rear Admiral) 2 items (1891, 1897) Anderson, P.T. (Navy Dept.) 1 item (1805) Anderson, William (Captain) 2 ~terns (1816, 1821) Andrews, Philip (Commander) 1 item (1909) Angus , Samuel (Lt.) 2 items (1813-15) (SOME OVERSIZE) Appleton, Nathaniel (Mass. patriot) 1 item (1778) Appleton, John (Actg.
    [Show full text]
  • Grade 4: Module 3B: Unit 1: Lesson 6 Mid-Unit Assessment: Reading and Answering Questions About the Revolutionary War
    Grade 4: Module 3B: Unit 1: Lesson 6 Mid-Unit Assessment: Reading and Answering Questions about the Revolutionary War This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: © (name of copyright holder). Used by permission and not subject to Creative Commons license. GRADE 4: MODULE 3: UNIT 1: LESSON 6 Mid-Unit Assessment: Reading and Answering Questions about the Revolutionary War Long-Term Targets Addressed (Based on NYSP12 ELA CCLS) I can explain what a text says using specific details from the text. (RI.4.1) I can make inferences using specific details from the text. (RI.4.1) I can summarize informational. (RI.4.2) Supporting Learning Targets Ongoing Assessment • I can explain what happens in a text about the Revolutionary War using details from the text. • Mid-Unit 1 Assessment: Reading and Answering Questions about the Revolutionary War • I can summarize an informational text about the Revolutionary War. Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M3B:U1:L6 • June 2014 • 1 GRADE 4: MODULE 3: UNIT 1: LESSON 6 Mid-Unit Assessment: Reading and Answering Questions about the Revolutionary War Agenda Teaching Notes 1. Opening • In this lesson, students complete the Mid-Unit 1 Assessment: Reading and Answering Questions about A. Engage the Reader: QuickWrite (10 minutes) the Revolutionary War. Students have prepared for this assessment by reading and rereading texts, paying careful attention to vocabulary, determining the gist of texts, and writing summary paragraphs.
    [Show full text]
  • Military Collector & Historian
    Military Collector & Historian Journal of the Company of Military Historians The Second Corps of Cadets, Salem, Massachusetts, 1895 Vol. 66, 0.2 Summer 2014 - "Darkened by the Tides and Time": The History and Material Culture of His Majesty's Ship Augusta Tyler Rudd Putman ELIC of the American pa t litter the mu eum ,home, Channel ervice and guard hip dutie before ening out for Rand antique tore of our country. Often, collector and merica in the spring of I 7 under Capt. Franci Reynold hi torian examine the provenance of u h artifacts for their Excitement pread between the deck of Augusta a ' the crew historical accuracy alone. But relic often ha e multilayered made ail and departed on the Philadelphia Campaign. torie to tell about historic e ent , mythmaking, and the hu- The fleet made good progre outh along the Atlantic man de ire to capture fleeting hi tory in a phy ical object. Thi eaboard, de pite torm and oppre i e heat. to the mouth of article examine the reli cs of one hi toric event, the inking Delaware Bay, and then southwe t to Che apeake Ba .' The of the Briti h hip Augusta in 1777. from three per pecti e . water of the Che apeake appeared, to Chf. Engr. John Mon- Fir t, it examine the hi tory of the hip and it accidental de- tre or "coloured of a ap green, but not Ii ely."· Dwindling truction. econd. it document the I 69 alvage of the hip' fre h \ ater upplie forced orne of the hor e tran port to hull.
    [Show full text]