Historical Handbook, Minute Man National Historical Park
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Question Report
Revolutionary War Review Page 1 1 Who created the image seen to the right? A John Adams B Thomas Jefferson C Ben Franklin 2 When was the image to the right published for the first time? A 1754 B 1763 C 1776 3 Which of the following best describes the intent of the cartoon seen below? A The colonies should support the British B The colonies would be stronger united C Snakes are evil and should be killed 4 English writer John Locke wrote about... A Natural Rights B Navigation C Door Locks D Scientific Methods 1/16/2013 9:00:26 AM Revolutionary War Review Page 2 5 This young African-American became a famous poet during the years of our revolution, and even Washington became a big fan of her writing. A Phyllis Wheatley B Eliza Lucas Pinckney C Molly Pitcher D Francois de Grasse 6 What increased political awareness in the colonies during the mid-1700's? A Television Commercials B Radio Commercials C Newspapers D Public Speeches 7 Who introduce the resolution to the Continental Congress to declare independence? A Richard Henry Lee B Thomas Jefferson C John Adams D Benjamin Franklin 8 Where did Washington attack the Hessians on Christmas... after crossing the icy Delaware River? A Princeton B Saratoga C New York D Trenton 9 Who led the Patriots to victory at the Battle of Cowpens in South Carolina? A Molly Pitcher B Daniel Morgan 10 Washington and his troops spent a harsh winter here during the winter of 1777 - 1778. A Trenton B Saratoga C Valley Forge D Yorktown 11 In the 1750's, the British sent G. -
The Cultural Paradigms of British Imperialism in the Militarisation of Scotland and North America, C.1745-1775
1 The Cultural Paradigms of British Imperialism in the Militarisation of Scotland and North America, c.1745-1775. Nicola Martin Date of Submission: 24th September 2018 This thesis is submitted in fulfilment of the requirements for the degree of Doctor of Philosophy Faculty of Arts and Humanities University of Stirling 2 3 Abstract This dissertation examines militarisation in Scotland and North America from the Jacobite Uprising of 1745-46 to the outbreak of the American Revolutionary War in 1775. Employing a biographical, case study approach, it investigates the cultural paradigms guiding the actions and understandings of British Army officers as they waged war, pacified hostile peoples, and attempted to assimilate ‘other’ population groups within the British Empire. In doing so, it demonstrates the impact of the Jacobite Uprising on British imperialism in North America and the role of militarisation in affecting the imperial attitudes of military officers during a transformative period of imperial expansion, areas underexplored in the current historiography. It argues that militarisation caused several paradigm shifts that fundamentally altered how officers viewed imperial populations and implemented empire in geographical fringes. Changes in attitude led to the development of a markedly different understanding of imperial loyalty and identity. Civilising savages became less important as officers moved away from the assimilation of ‘other’ populations towards their accommodation within the empire. Concurrently, the status of colonial settlers as Britons was contested due to their perceived disloyalty during and after the French and Indian War. ‘Othering’ colonial settlers, officers questioned the sustainability of an ‘empire of negotiation’ and began advocating for imperial reform, including closer regulation of the thirteen colonies. -
Revolutionary America Syllabus.Pages
THE AGE OF HAMILTON SAM HOUSTON STATE UNIVERSITY Professor: Dr. Benjamin E. Park Office: ABIV, Room 403 HIST 4378 Phone: (936) 294-1490 REVOLUTIONARY AMERICA Office Hours: M & W, 9:30-11:00am SPRING 2018 Email: [email protected] MWF 12:00-12:50 Twitter: @BenjaminEPark CHSS 232 REVOLUTIONARY AMERICA SPRING 2018 Digging into Hamilton’s America Viewing the Formation of a Nation through the Eyes of an Immigrant In the last few years, the broadway play Hamilton: An American Musical, has taken the nation by storm. A racially diverse cast, catchy hip-hop tunes, and a culturally relevant message has made the production both critically acclaimed and immensely popular. Thanks to Lin-Manuel Miranda, Alexander “…these united Colonies Hamilton is, as the kids say, “hot.” But what about Hamilton’s world? A broadway are, and of Right ought musical is not meant to be a historical treatise, as to be Free and any production is destined to take literary license. Nor does the play seek to tell the entire story of Independent States…” revolutionary America. This course will put flesh on Miranda’s skeleton—and in some cases, attempt to By the end of this semester, students are expected to: perform drastic reconstructive surgery on our • Acquire a substantial knowledge of America’s complex cultural myths. My hope is that you’ll see the revolution by reading primary and secondary sources. nation’s founding like you never have before. • Demonstrate competence of the historian’s craft by We will be using two different—and somewhat outlining key themes and methods historians have competing—lenses for this class. -
Slaves and Free Blacks in Mid-Eighteenth to Mid-Nineteenth Century Cape Neddick, Maine
Maine History Volume 51 Number 2 Cooperation and Conflict on the Article 4 Maine Coast 7-1-2017 Slaves and Free Blacks in Mid-Eighteenth to Mid-Nineteenth Century Cape Neddick, Maine Bryan C. Weare University of California, Davis Follow this and additional works at: https://digitalcommons.library.umaine.edu/mainehistoryjournal Part of the United States History Commons Recommended Citation Weare, Bryan C.. "Slaves and Free Blacks in Mid-Eighteenth to Mid-Nineteenth Century Cape Neddick, Maine." Maine History 51, 2 (2017): 203-227. https://digitalcommons.library.umaine.edu/ mainehistoryjournal/vol51/iss2/4 This Article is brought to you for free and open access by DigitalCommons@UMaine. It has been accepted for inclusion in Maine History by an authorized administrator of DigitalCommons@UMaine. For more information, please contact [email protected]. SLAVES AND FREE BLACKS IN MID- EIGHTEENTH TO MID-NINETEENTH- CENTURY CAPE NEDDICK, MAINE BY BRYAN C. WEARE In coastal southern Maine, a number of townspeople enslaved others in the years through the end of the American Revolution. The height of slavery in the region was the period just before the American Revolution. During the revolution, attitudes changed dramatically leading to emancipation in Massachusetts and what is now Maine. This article explores the lives of Cape Neddick’s early black community, before and after freedom, using sparse public documents, contemporary newspaper accounts, local histories, and the unpublished diary of farmer Joseph Weare. The diary provides ev - idence of how a prominent slaveholder’s grandson frequently cooperated with a neighboring free family over more than forty-five years. -
The Backstory Israel Putnam
UNITED STATES Constitution The backstory Israel Putnam (1718-1790) Israel Putnam was born in Salem Village, Massachusetts on January 7, 1718 to Joseph and Elizabeth Putnam. The Putnam family was very prosperous, and were prominently opposed to the Salem Witch Trials. When Israel was 22 he moved to northeast Connecticut in order to buy land because it was easier and cheaper for young men to buy land there. Putnam took part in the French and Indian War and was captured by the Kahnnawake (Mohawk Indians) in 1758. They were going to burn him alive, but he was saved by a rain storm and a French officer. After the French and Indian War, Putnam went back to Connecticut where he was elected to the Connecticut General Assembly during the Stamp Act crisis and was one of the founders of the state’s Sons of Liberty chapter. He was opposed to British taxation. By the time the American Revolution rolled around, Putnam had become a successful farmer and tavern keeper. The day after the Battles of Lexington and Concord began, Putnam learned of them and immediately left his plow in the field and headed to Cambridge. He was named Major General of the Army of Observation, which preceded the Continental Army. Putnam was second in command behind General Artemas Ward. He was instrumental in both the planning and realization of the Battle at Bunker Hill. Even though the famous phrase “Don’t fire until you see the whites of their eyes” is credited to Putnam; it is really unclear who actually uttered the phrase. -
Historical Study Guide
Historical Study Guide Light A Candle Films presents “THE BATTLE OF BUNKER HILL” Historical Study Guide written by Tony Malanowski To be used with the DVD production of THE BATTLE OF BUNKER HILL The Battle of Bunker Hill Historical Study Guide First, screen the 60-minute DocuDrama of THE BATTLE OF BUNKER HILL, and the 30 minute Historical Perspective. Then, have your Discussion Leader read through the following historical points and share your ideas about the people, the timeframe and the British and Colonial strategies! “Stand firm in your Faith, men of New England” “The fate of unborn millions will now depend, under God, on the courage and conduct of this army. Our cruel and unrelenting enemy leaves us only the choice of brave resistance, or the most abject submission. We have, therefore, to resolve to conquer or die.” - George Washington, August 27, 1776 When General Thomas Gage, the British military governor of Boston, sent one thousand troops to arrest Samuel Adams and John Hancock at Lexington in April of 1775, he could not know the serious implications of his actions. Nor could he know how he had helped to set in motion a major rebellion that would shake the very foundations of the mightiest Empire on earth. General Gage was a military man who had been in North America since the 1750s, and had more experience than any other senior British officer. He had fought in the French and Indian War alongside a young George Washington, with whom he still had a friendly relationship. Gage had married an American woman from a prominent New Jersey family, and 10 of their 11 children had been born in the Colonies. -
Continental Congress
Acts What they did . Writs of Assistance allowed customs (British) officers to search any location for smuggled goods (especially ships) . Stamp Act taxed all printed material; newspapers, pamphlets, playing cards, and wills (Colonists rioted and boycotted British goods, smuggling) “ No taxation without Representation” British Acts Acts What they did Townshend Acts Tax on glass, tea, paper, lead (imported goods) Boycott of British Goods – Nonimportation Agreement Tea Act Law that let British East India Company bypass merchants to sell directly to colonists (Britain had excess tea that was not being purchased and they needed to get rid of it) Quartering Act Housing British troops http://images.metmuseum.org/CRDImages/dp/original/DP827936.jpg Boston Massacre • Redcoats set up camp in Boston to support the tax collectors who were being threatened by colonists • Redcoats acted rudely and violently • They were poor so they often stole from colonists • March 5, 1770 • Bostonians and Redcoats argue • Bostonians moved through the streets to the Customs House • British soldiers panic • A shot is fired • 5 Bostonians lay dead • Soldiers were arrested and tried for murder. • John Adams was the lawyer who defended them Boston Tea Party Because of the tea act, East India Company’s tea was cheaper than any other tea. The colonists again boycotted British goods to show their dislike of British tea control. Boston Tea Party Colonists in Boston and Philadelphia planned to stop the company’s ships from unloading. In all colonial ports except Boston, colonists forced the company’s ships to return to Britain. Boston Tea Party In Boston Harbor in December 1773, the royal governor ordered the tea unloaded. -
The Time Trial of Benedict Arnold 1 National Museum of American History
The Time Trial of Benedict Arnold 1 National Museum of American History The Time Trial of Benedict Arnold Purpose By debating the legacy of Benedict Arnold, students will build reasoning and critical thinking skills and an understanding of the complexity of historical events and historical memory. Program Summary In this presentation, offered as a public program at the National Museum of American History from December 2010-April 2011, an actor portrays a fictionalized Benedict Arnold, hero and villain of the American Revolution. Arnold, in dialogue with an audience that is facilitated by an arbiter, discusses his notable actions at the Battle of Saratoga and at Valcour Island, as well as his decision to sell the plans for West Point to the British. At the conclusion of the program, audience members consider how history should remember Arnold, as a traitor, or as a hero. This set of materials is designed to provide you an opportunity to have a similar debate with your students. Included in this resource set are a full video of the program, to be used as preparation for the classroom activity, and Arnold’s conversation with the audience divided by theme, to be used with the resources offered below for your own Time Trial of Benedict Arnold. A full version of the program is available here. [https://vimeo.com/129257467] Grade levels 5-8 Time Three 45 minute periods National Standards National Center for History in the Schools: United States History Standards; Era 3: Revolution and the New Nation (1754-1820s); Standard 2: The impact of the American Revolution on politics, economy, and society Common Core Standards for Literacy in History and Social Studies: Speaking and Listening Standards Comprehension and Collaboration, standard 1: Grades 6-8: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on grade level topics, texts, and issues, building on others’ ideas and expressing their own clearly. -
Theodore Parker's Man-Making Strategy: a Study of His Professional Ministry in Selected Sermons
Loyola University Chicago Loyola eCommons Dissertations Theses and Dissertations 1993 Theodore Parker's Man-Making Strategy: A Study of His Professional Ministry in Selected Sermons John Patrick Fitzgibbons Loyola University Chicago Follow this and additional works at: https://ecommons.luc.edu/luc_diss Part of the Literature in English, North America Commons Recommended Citation Fitzgibbons, John Patrick, "Theodore Parker's Man-Making Strategy: A Study of His Professional Ministry in Selected Sermons" (1993). Dissertations. 3283. https://ecommons.luc.edu/luc_diss/3283 This Dissertation is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Dissertations by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. Copyright © 1993 John Patrick Fitzgibbons Theodore Parker's Man-Making Strategy: A Study of His Professional Ministry in Selected Sermons by John Patrick Fitzgibbons, S.J. A Dissertation Submitted to the Graduate School of Loyola University of Chicago in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Chicago, Illinois May, 1993 Copyright, '°1993, John Patrick Fitzgibbons, S.J. All rights reserved. PREFACE Theodore Parker (1810-1860) fashioned a strategy of "man-making" and an ideology of manhood in response to the marginalization of the professional ministry in general and his own ministry in particular. Much has been written about Ralph Waldo Emerson (1803-1882) and his abandonment of the professional ministry for a literary career after 1832. Little, however, has been written about Parker's deliberate choice to remain in the ministry despite formidable opposition from within the ranks of Boston's liberal clergy. -
Sugar, Steam and Steel: the Industrial Project in Colonial Java, 1830-1850
Welcome to the electronic edition of Sugar, Steam and Steel: The Industrial Project in Colonial Java, 1830-1885. The book opens with the bookmark panel and you will see the contents page. Click on this anytime to return to the contents. You can also add your own bookmarks. Each chapter heading in the contents table is clickable and will take you direct to the chapter. Return using the contents link in the bookmarks. The whole document is fully searchable. Enjoy. G Roger Knight Born in deeply rural Shropshire (UK), G Roger Knight has been living and teaching in Adelaide since the late 1960s. He gained his PhD from London University's School of Oriental and African Studies, where his mentors included John Bastin and CD Cowan. He is an internationally recognised authority on the sugar industry of colonial Indonesia, with many publications to his name. Among the latest is Commodities and Colonialism: The Story of Big Sugar in Indonesia, 1880-1940, published by Brill in Leiden and Boston in 2013. He is currently working on a 'business biography' — based on scores of his newly discovered letters back home — of Gillian Maclaine, a young Scot who was active as a planter and merchant in colonial Java during the 1820s and 1830s. For a change, it has almost nothing to do with sugar. The high-quality paperback edition of this book is available for purchase online: https://shop.adelaide.edu.au/ Sugar, Steam and Steel: The Industrial Project in Colonial Java, 1830-18 by G Roger Knight School of History and Politics The University of Adelaide Published in Adelaide by University of Adelaide Press The University of Adelaide Level 14, 115 Grenfell Street South Australia 5005 [email protected] www.adelaide.edu.au/press The University of Adelaide Press publishes externally refereed scholarly books by staff of the University of Adelaide. -
Lexington and Concord
National Park Service U.S. Department of the Interior Lexington and Concord: A Legacy of Conflict Minute Man National Historical Park On April 19, 1775 ten years of political protest escalated as British soldiers clashed with “minute men” at Lexington, Concord, and along the a twenty-two- mile stretch of road that ran from Boston to Concord. The events that occurred along the Battle Road profoundly impacted the people of Massachusetts and soon grew into an American war for independence and self-government. This curriculum–based lesson plan is one Included in this lesson are several pages of in a thematic set on the American supporting material. To help identify these Revolution using lessons from other pages the following icons may be used: Massachusetts National Parks. Also are: To indicate a Primary Source page Boston National Historical Park To indicate a Secondary Source page To Indicate a Student handout Adams National Historical Park To indicate a Teacher resource Lesson Document Link on the page to the Salem Maritime National Historic Site document Lexington and Concord: A Legacy of Conflict Page 1 of 19 Minute Man National Historical Park National Park Service Minuteman National Historical Park commemorates the opening battles of the American Revolution on April 19, 1775. What had begun ten years earlier as political protest escalated as British soldiers clashed with colonial militia and “minute men” in a series of skirmishes at Lexington, Concord, and along the a twenty-two-mile stretch of road that ran from Boston to Concord. The events that occurred along the Battle Road profoundly impacted the people of Massachusetts and soon grew into an American war for independence and self-government. -
The 1812 Streets of Cambridgeport
The 1812 Streets of Cambridgeport The Last Battle of the Revolution Less than a quarter of a century after the close of the American Revolution, Great Britain and the United States were again in conflict. Britain and her allies were engaged in a long war with Napoleonic France. The shipping-related industries of the neutral United States benefited hugely, conducting trade with both sides. Hundreds of ships, built in yards on America’s Atlantic coast and manned by American sailors, carried goods, including foodstuffs and raw materials, to Europe and the West Indies. Merchants and farmers alike reaped the profits. In Cambridge, men made plans to profit from this brisk trade. “[T]he soaring hopes of expansionist-minded promoters and speculators in Cambridge were based solidly on the assumption that the economic future of Cambridge rested on its potential as a shipping center.” The very name, Cambridgeport, reflected “the expectation that several miles of waterfront could be developed into a port with an intricate system of canals.” In January 1805, Congress designated Cambridge as a “port of delivery” and “canal dredging began [and] prices of dock lots soared." [1] Judge Francis Dana, a lawyer, diplomat, and Chief Justice of the Massachusetts Supreme Judicial Court, was one of the primary investors in the development of Cambridgeport. He and his large family lived in a handsome mansion on what is now Dana Hill. Dana lost heavily when Jefferson declared an embargo in 1807. Britain and France objected to America’s commercial relationship with their respective enemies and took steps to curtail trade with the United States.