THE DECLARATION of INDEPENDENCE Biographies, Discussion Questions, Suggested Activities and More INDEPENDENCE
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“Extracts from Some Rebel Papers”: Patriots, Loyalists, and the Perils of Wartime Printing
1 “Extracts from some Rebel Papers”: Patriots, Loyalists, and the Perils of Wartime Printing Joseph M. Adelman National Endowment for the Humanities Fellow American Antiquarian Society Presented to the Joint Seminar of the McNeil Center for Early American Studies And the Program in Early American Economy and Society, LCP Library Company of Philadelphia, 1314 Locust Street, Philadelphia 24 February 2012 3-5 p.m. *** DRAFT: Please do not cite, quote, or distribute without permission of the author. *** 2 The eight years of the Revolutionary War were difficult for the printing trade. After over a decade of growth and increasing entanglement among printers as their networks evolved from commercial lifelines to the pathways of political protest, the fissures of the war dispersed printers geographically and cut them off from their peers. Maintaining commercial success became increasingly complicated as demand for printed matter dropped, except for government printing, and supply shortages crippled communications networks and hampered printers’ ability to produce and distribute anything that came off their presses. Yet even in their diminished state, printers and their networks remained central not only to keeping open lines of communication among governments, armies, and civilians, but also in shaping public opinion about the central ideological issues of the war, the outcomes of battles, and the meaning of events affecting the war in North America and throughout the Atlantic world. What happened to printers and their networks is of vital importance for understanding the Revolution. The texts that historians rely on, from Common Sense and The Crisis to rural newspapers, almanacs, and even diaries and correspondence, were shaped by the commercial and political forces that printers navigated as they produced printed matter that defined the scope of debate and the nature of the discussion about the war. -
Fourth of July (1976) - Monticello, 7/5/76” of the John Marsh Files at the Gerald R
The original documents are located in Box 68, folder “Fourth of July (1976) - Monticello, 7/5/76” of the John Marsh Files at the Gerald R. Ford Presidential Library. Copyright Notice The copyright law of the United States (Title 17, United States Code) governs the making of photocopies or other reproductions of copyrighted material. Gerald R. Ford donated to the United States of America his copyrights in all of his unpublished writings in National Archives collections. Works prepared by U.S. Government employees as part of their official duties are in the public domain. The copyrights to materials written by other individuals or organizations are presumed to remain with them. If you think any of the information displayed in the PDF is subject to a valid copyright claim, please contact the Gerald R. Ford Presidential Library. Digitized from Box 68 of The John Marsh Files at the Gerald R. Ford Presidential Library 6/21/76 11:00 am PROPCSED SCHEDULE THE PR MONTlCELLC, VIRGINIA Monday, July 5, 1976 9:40 am The President boards Marine One on South Lawn. MJ\RI?\E C"',~:S DEPARTS South La\vn C!l route Monticello, Virginia. [Flying time: 55 minutes] 10:35 am W...ARINE Cl'~E ARRIVES Curator's area, Monticello. PRESS PCOL COVERAGE CLOSED ARRIVAL The President will be met by: Mr. NoUing, Thomas Jefferson Memoric:.l Foundation Chairman Governor Mills Godwin {R- Va) The President, escorted by Gov. Godwin & Mr. Nolting, proceeds to motorcade for boarding. 10:40 am MOTORCADE DEPARTS Curator's area en route Monticello Proper. [Driving time: 2 minutes] 10:42 am MOTORCADE ARRIVES Monticello Proper. -
Commodore John Barry
Commodore John Barry Day, 13th September Commodore John Barry (1745-1803) a native of County Wexford, Ireland was a Continental Navy hero of the American War for Independence. Barry’s many victories at sea during the Revolution were important to the morale of the Patriots as well as to the successful prosecution of the War. When the First Congress, acting under the new Constitution of the United States, authorized the raising and construction of the United States Navy, President George Washington turned to Barry to build and lead the nation’s new US Navy, the successor to the Continental Navy. On 22 February 1797, President Washington conferred upon Barry, with the advice and consent of the Senate, the rank of Captain with “Commission No. 1,” United States Navy, effective 7 June 1794. Barry supervised the construction of his own flagship, the USS UNITED STATES. As commander of the first United States naval squadron under the Constitution, which included the USS CONSTITUTION (“Old Ironsides”), Barry was a Commodore with the right to fly a broad pennant, which made him a flag officer. Commodore John Barry By Gilbert Stuart (1801) John Barry served as the senior officer of the United States Navy, with the title of “Commodore” (in official correspondence) under Presidents George Washington, John Adams and Thomas Jefferson. The ships built by Barry, and the captains selected, as well as the officers trained, by him, constituted the United States Navy that performed outstanding service in the “Quasi-War” with France, in battles with the Barbary Pirates and in America’s Second War for Independence (the War of 1812). -
Levi's Life After the Revolutionary
This book is dedicated to Crystal Farish, Hauley Farish, Lane Farish, Brooke Barker, Heidi Thornton, Justin Thornton, Anthony Thornton, and Jasmine Parker, all of whom are the 5th-great-grandchildren of Levi Temple. THE AMAZING LIFE OF 1751–1821 ii TABLE OF CONTENTS LEVI TEMPLE’S DESCENdaNTS . iv THE LIFE OF LEVI TEMPLE . 1 LEVI’S LIFE BEFORE THE WAR . 3 THE BOSTON MASSacRE . 7 THE BOSTON TEA PARTY . 8 THE MINUTEMEN . 10 THE BattlE OF BUNKER HILL . 12 THE LIFE OF A PatRIOT SOLDIER . 14 LIFE at HOME DURING THE WAR . 18 THE DECLARatION OF INDEPENDENCE . 20 THE BRITISH SURRENDER at YORKTOWN . 22 THE TREatY OF PARIS . 24 LEVI’S LIFE AFTER THE REVOLUTIONARY WAR . 26 LEVI’S LEGacY . 28 ENDNOTES . 30 iii Thirteen stars represent the original colonies in this Revolutionary War flag. Richard S. Farish Crystal Lee 1940 ~ 1971 Farish Harwood Dean 1959 ~ Living Thornton Levi Georgia Flo 1918 ~ 1966 Temple Thornton Levi Phillip John Temple 1751 ~ 1821 1943 ~ 2006 Dawe Job 1788 ~ 1849 Bette Lee 1896 ~ 1970 Temple Dawe Rachel Solomon David 1811 ~ 1888 Nutting 1921 ~ 1984 Temple Lucy Georgia Annabelle 1856 ~ 1915 Brown 1752 ~ 1830 Temple Isabella abt. 1798 ~ 1852 1895 ~ 1955 Robertson Flora W. 1831 ~ 1880 Forbes 1862 ~ 1948 iviv The Life of Levi Temple our ancestor, Levi Temple, was one of many everything they owned, ruin their families, and risk YAmerican colonists who risked his life to win suffering the undignified death of a traitor. freedom from British rule. This brave decision helped Courage and determination allowed the Patriots make the United States of America a reality, but it also to overcome incredible odds. -
Portraits in the Life of Oliver Wolcott^Jn
'Memorials of great & good men who were my friends'': Portraits in the Life of Oliver Wolcott^Jn ELLEN G. MILES LIVER woLCOTT, JR. (1760-1833), like many of his contemporaries, used portraits as familial icons, as ges- Otures in political alliances, and as public tributes and memorials. Wolcott and his father Oliver Wolcott, Sr. (i 726-97), were prominent in Connecticut politics during the last quarter of the eighteenth century and the first quarter of the nineteenth. Both men served as governors of the state. Wolcott, Jr., also served in the federal administrations of George Washington and John Adams. Withdrawing from national politics in 1800, he moved to New York City and was a successful merchant and banker until 1815. He spent the last twelve years of his public life in Con- I am grateful for a grant from the Smithsonian Institution's Research Opportunities Fund, which made it possible to consult manuscripts and see portraits in collecdüns in New York, Philadelphia, Boston, New Haven, î lartford. and Litchfield (Connecticut). Far assistance on these trips I would like to thank Robin Frank of the Yale Universit)' Art Gallery, .'\nne K. Bentley of the Massachusetts Historical Society, and Judith Ellen Johnson and Richard Malley of the Connecticut Historical Society, as well as the society's fonner curator Elizabeth Fox, and Elizabeth M. Komhauscr, chief curator at the Wadsworth Athenaeum, Hartford. David Spencer, a former Smithsonian Institution Libraries staff member, gen- erously assisted me with the VVolcott-Cibbs Family Papers in the Special Collectiims of the University of Oregon Library, Eugene; and tht staffs of the Catalog of American Portraits, National Portrait Ciallery, and the Inventory of American Painting. -
Resources for Teachers John Trumbull's Declaration Of
Resources for Teachers John Trumbull’s Declaration of Independence CONVERSATION STARTERS • What is happening with the Declaration of Independence in this painting? o The Committee of Five is presenting their draft to the President of the Continental Congress, John Hancock. • Both John Adams and Thomas Jefferson apparently told John Trumbull that, if portraits couldn’t be painted from life or copied from other portraits, it would be better to leave delegates out of the scene than to poorly represent them. Do you agree? o Trumbull captured 37 portraits from life (which means that he met and painted the person). When he started sketching with Jefferson in 1786, 12 signers of the Declaration had already died. By the time he finished in 1818, only 5 signers were still living. • If you were President James Madison, and you wanted four monumental paintings depicting major moments in the American Revolution, which moments would you choose? o Madison and Trumbull chose the surrender of General Burgoyne at Saratoga, the surrender of Lord Cornwallis at Yorktown, the Declaration of Independence, and the resignation of Washington. VISUAL SOURCES John Trumbull, Declaration of Independence (large scale), 1819, United States Capitol https://commons.wikimedia.org/wiki/File:Declaration_of_Independence_(1819),_by_John_Trumbull.jpg John Trumbull, Declaration of Independence (small scale), 1786-1820, Trumbull Collection, Yale University Art Gallery https://artgallery.yale.edu/collections/objects/69 John Trumbull and Thomas Jefferson, “First Idea of Declaration of Independence, Paris, Sept. 1786,” 1786, Gift of Mr. Ernest A. Bigelow, Yale University Art Gallery https://artgallery.yale.edu/collections/objects/2805 PRIMARY SOURCES Autobiography, Reminiscences and Letters of John Trumbull, from 1756 to 1841 https://archive.org/details/autobiographyre00trumgoog p. -
Loyalists and Patriots
Loyalists and Patriots Overview In this lesson, students will explore the personalities of the Revolutionary War’s Patriots and Loyalists by participating in a character role play. The lesson will culminate with students researching and writing a character sketch of a key Revolutionary figure of their choice and participating in a Colonial Town Hall & Debate. Grades 5, 8, 10 Essential Questions • How do Patriots and Loyalists compare and contrast to one another? • What events intensified Patriot feelings of revolution and lead to the outbreak of war? • Who were the key Patriots and Loyalists of the period, and what contributions did they make? • What was the purpose of Patrick Henry’s speech to the Virginia Convention and Benjamin Franklin’s Albany Plan of Union? Materials • Engraving by Paul Revere, attached • ”Give me liberty or give me death,” image and excerpt attached • Join, or Die Political Cartoon, attached • Loyalist and Patriot Roles, attached • Active Citizens in Revolutionary Times, optional assignment, attached Duration 60-70 minutes (additional time will be needed if completing “Active Citizens in Revolutionary Times”) Procedure Comparing and Contrasting Loyalists and Patriots 1. As a warm-up, project the attached Engraving by Paul Revere. Ask students to discuss, either in writing or out loud: • What do you see here? (Students should simply point out all symbols, characters, objects, text, etc. that they notice. Try to keep them from jumping to interpretation until all pieces of the engraving are pointed out.) • What do -
Hclassifi Cation
1965 Theme: Arts and Science Form NO. 10-300 (Re, 10-74) RATIONAL Subtheme : Painting and Sculpture 1967 Theme: Colonial Architecture UNITED STAThS DHPARTl k INTERIOR NATIONAL PARK SERVICE NATIONAL REGISTER OF HISTORIC PLACES INVENTORY -- NOMINATION FORM SEE INSTRUCTIONS IN HOWTO COMPLETE NATIONAL REGISTER FORMS ___________TYPE ALL ENTRIES -- COMPLETE APPLICABLE SECTIONS______ NAME HISTORIC John Trumbull Birthplace AND/OR COMMON Governor Jonathan Trumbull House LOCATION STREETS NUMBER Lebanon Green _NOT FOR PUBLICATION CITY. TOWN CONGRESSIONAL DISTRICT Lebanon —. VICINITY OF second STATE CODE COUNTY CODE Connecticut 09 New London Oil HCLASSIFI CATION CATEGORY OWNERSHIP STATUS PRESENT USE —DISTRICT _PUBLIC -XOCCUPIED —AGRICULTURE XXMUSEIJM JfeuiLDING(S) X_PRIVATE —UNOCCUPIED —COMMERCIAL —PARK —STRUCTURE —BOTH —WORK IN PROGRESS —EDUCATIONAL —PRIVATE RESIDENCE —SITE PUBLIC ACQUISITION ACCESSIBLE —ENTERTAINMENT —RELIGIOUS —OBJECT _IN PROCESS X&YES: RESTRICTED —GOVERNMENT —SCIENTIFIC _ BEING CONSIDERED __YES: UNRESTRICTED —INDUSTRIAL —TRANSPORTATION _NO —MILITARY —OTHER: OWNER OF PROPERTY NAME Connecticut Daughters of the American Revolution "STREET & NUMBER CITY, TOWN STATE VICINITY OF LOCATION OF LEGAL DESCRIPTION COURTHOUSE. REGISTRY OF DEEDS,ETC. Lebanon Town Hall STREET & NUMBER Route 207 CITY. TOWN STATE Lebanon Connecticut I REPRESENTATION IN EXISTING SURVEYS TITLE Historic American Buildings Survey (2 photographs) DATE 1940 XXFEDERAL —STATE —COUNTY —LOCAL DEPOSITORY FOR SURVEY RECORDS Division of Priiits and Photographs, Library of Congress CITY. TOWN STATE Washington District of Columbia DESCRIPTION CONDITION CHECK ONE CHECK ONE —EXCELLENT —DETERIORATED —UNALTERED —ORIGINAL SITE X&OOD —RUINS 3LALTERED X-MOVED DATE 1832—— _FAIR —UNEXPOSED DESCRIBETHE PRESENT AND ORIGINAL (IF KNOWN) PHYSICAL APPEARANCE This wedding present to Jonathan and Faith Trumbull is a two-story, five-bay clapboarded frame house, of simple early Georgian design, with a steep gable roof and a large square central chimney. -
Mountaintopmomentschaptersa
CONTENTS Base Camp ................................................................................................. 9 1. Moriah: Mount of Provision..........................................................13 Peak Perspectives: Ararat ............................................................28 2. Sinai: Mount of God’s Law ...........................................................31 Peak Perspectives: Nebo .............................................................47 3. Carmel: Mount of Decision ..........................................................51 Peak Perspectives: Masada .........................................................69 4. Beatitudes: Mount of Blessings ................................................ 73 Peak Perspectives: Olivet ............................................................87 5. Tabor: Mount of Transfiguration ................................................91 Peak Perspectives: Calvary .......................................................109 6. Zion: Mount of God’s Presence .................................................113 Peak Perspectives: Hermon .......................................................132 Acknowledgments ...............................................................................137 Notes ........................................................................................................ 139 Copyright © by Abingdon Press. All rights reserved. 9781501884016_INT_layout.indd 7 6/5/19 7:11 AM BASE CAMP Listen, my children, and you shall hear Of the midnight ride of Paul -
The Radical Democratic Thought of Thomas Jefferson: Politics, Space, & Action
The Radical Democratic Thought of Thomas Jefferson: Politics, Space, & Action Dean Caivano A Dissertation Submitted To The Faculty Of Graduate Studies In Partial Fulfillment Of The Requirements For The Degree Of Doctor Of Philosophy Graduate Program in Political Science York University Toronto, Ontario May 2019 © Dean Caivano, 2019 Abstract Thomas Jefferson has maintained an enduring legacy in the register of early American political thought. As a prolific writer and elected official, his public declarations and private letters helped to inspire revolutionary action against the British monarchy and shape the socio-political landscape of a young nation. While his placement in the American collective memory and scholarship has remained steadfast, a crucial dimension of his thinking remains unexplored. In this dissertation, I present a heterodox reading of Jefferson in order to showcase his radical understanding of politics. Although Jefferson’s political worldview is strikingly complex, marked by affinities with liberal, classical republican, Scottish, and Christian modes of thought, this interpretation reveals the radical democratic nature of his project. Primarily, this dissertation expands the possibilities of Jefferson’s thought as explored by Hannah Arendt and other thinkers, such as Richard K. Matthews and Michael Hardt. Drawing from these explicitly radical readings, I further dialogue with Jefferson’s thought through extensive archival research, which led me to engage in the theoretical and historical sources of inspiration that form and underscore his thinking. In so doing, I offer a new reading of Jefferson’s view on politics, suggesting that there contains an underlying objective, setting, and method to his unsystematic, yet innovative prescriptions concerning democracy. -
Jefferson and the Beginning of the American Revolution
Jefferson and the beginning of the American Revolution Reading Level: Middle School From 1775 to 1783, American Patriots fought the British in the American Revolution. Thomas Jefferson never fought as a soldier. However, throughout the war, he used words and deeds to further the cause of independence. He was a delegate in the Virginia House of Delegates and the Second Continental Congress, governor of Virginia, author of the Declaration of Independence, and a spokesman for liberty. Background to the American Revolution When the war between France and England ended in 1763, Great Britain had won. At the time George III was king of Great Britain. He and his ministers (persons in charge of government departments) wanted to keep strict control over their colonies in America. By 1775, the thirteen colonies had a population of more than 2,700,000. Most people lived on This map by Carington small farms and exported agricultural products to England. They Bowles shows the imported manufactured goods such as cloth, hats and tools from boundaries of the American England. Each colony had its own governor and assembly. colonies in 1763 following The war had been expensive. The British Parliament placed new taxes the French and Indian Wars. on the colonies to help pay off the debts. The 1764 Sugar Act and 1767 Townshend Act placed taxes and duties (fees) on imported goods. Colonists refused to pay the taxes. They stated that since they had no representation in parliament, they had not voted for the taxes. However, even worse, Parliament passed the Quartering Act. This act said that British soldiers could be housed in any empty, public building. -
Little-Known Heroes of the Revolution by Dan Gill, Ethno-Gastronomist
Little-Known Heroes of the Revolution by Dan Gill, Ethno-Gastronomist The year was 1781 and things were not going well for American Patriots fighting for their independence. Conditions would get much worse for Virginia over the next few months before culminating in the surrender of Lord Cornwallis at Yorktown on October 19th. A number of circumstances, happenstances and heroic feats led to this unlikely end to the war – notably the actions of two little-known heroes helped make ultimate victory possible: One was a young man from Charlottesville and the other a slave from New Kent County. The year began with the newly commissioned British General Benedict Arnold entering the Bay with 27 ships loaded with soldiers, mostly Huguenot mercenaries and American Tories. Notable among the troops were the notorious Queen’s Rangers composed of American Loyalists, including some Virginians. Arnold’s orders only authorized him to establish a base around Portsmouth and Norfolk and recruit or otherwise support and encourage loyalists in the area. Arnold had other ambitions and quickly launched a full- scale invasion. Only months before, Arnold, the American general in charge of the key fort at West Point on the Hudson River, had entertained General George Washington and the Marquee de Lafayette while conspiring to surrender the fort to the British and simultaneously arranging for the capture of Washington and Lafayette. Arnold was to receive £20,000 and the rank of Brigadier General for his treachery. The plot was discovered and Arnold escaped to join General Clinton in New York. He was awarded his commission, but only £6,000 in blood money, and sent south to Virginia with an occupation force.