American Government: Chronology
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Formation of the Corps of Engineers
Formation of the U.S. Corps of Engineers Father of the Corps of Engineers At age 16 he was engaged by Lord Fairfax as a surveyor’s helper to survey 1.5 million acres of the Northern Neck of Virginia, which extended into the Shenandoah Valley At 17 he began surveying lots in Alexandria for pay, and became surveyor of Culpepper County later that summer. At age 21 he was given a major’s commission and made Adjutant of Southern Virginia. Six months later he led the first of three English expeditions into the Ohio Valley to initially parlay, then fight the French. Few individuals had a better appreciation of the Allegheny Mountains and the general character of all the lands comprising the American Colonies First Engineer Action Battle of Bunker Hill in Boston in 1775 Washington’s First Chief Engineer In 1775 Putnam entered the Continental Army as a lieutenant colonel. He was involved in the organization of the batteries and fortifications in Boston and New York City in 1776 and 1777, serving as Washington’s first chief Engineer. He went on to greater successes commanding a regiment under General Horatio Gates at the Battle of Saratoga in September 1777. He built new fortifications at West Point in 1778 and in 1779 he served under General Anthony Wayne. He was promoted to brigadier general four years later. Rufus Putnam 1738-1824 Chief Engineer 1777 - 1783 Washington pleaded for more engineers, which began arriving from France in 1776. In late 1777 Congress promoted Louis Duportail to brigadier general and Chief Engineer, a position he held for the duration of the war. -
Chapter 4-5: Study Focus • Essay Format Essential Questions 9
Chapter 4-5: Study Focus • Essay Format Essential Questions 9. What were The Coercive Acts of 19. What were the central 1774 (the Intolerable Acts) and why ideas and grievances expressed Content Standard 1: The student were they implemented? will analyze the foundations of in the Declaration of Indepen- dence? the United States by examining 10. Why was the First Continental the causes, events, and ideolo- Congress formed? gies which led to the American 20. How did John Locke‛s the- Revolution. ory of natural rights infl uence 11. What happened at the Battles of the Declaration of Indepen- Lexington and Concord and what was dence? 1. What were the political and eco- the impact on colonial resistance? nomic consequences of the French and Indian War on the 13 colo- 21. What is the concept of the 12. What was the purpose of Patrick social contract? nies? Henry‛s Give Me Liberty or Give Me Death speech? 2. What were the British imperial 22. What are the main ideals policies of requiring the colonies to 13. What was the purpose of and established in the Declaration pay a share of the costs of defend- main arguments made by Thomas of Independence? ing the British Empire? Paine‛s pamphlet Common Sense? 23. What were the contribu- 3. What the Albany Plan of Union? 14. What were the points of views tions of Thomas Jefferson of the Patriots and the Loyalists and the Committee of Five in 4. What was the signifi cance of the about independence? drafting the Declaration of Proclamation of 1763? Independence. -
Knox, Henry.Pdf
U.S. Army Military History Institute Biographies 950 Soldiers Drive Carlisle Barracks, PA 17013-5021 22 Aug 2012 HENRY KNOX A Working Bibliography of MHI Sources Brooks, Noah. Henry Knox, a Soldier of the Revolution; Major-General in the Continental Army, Washington's Chief of Artillery, First Secretary of War under the Constitution, Founder of the Society of the Cincinnati, 1750-1806. NY: Putnam, 1900. 286 p. E207.K74.B8. Browne, Wm L. Ye Cohorn Cavern: The Knox Expedition in the Winter of 1775-76. Schuylerville, NY: NaPaul, 1975. 81 p. E207.K74.B65. Callahan, North. "Henry Knox: American Artillerist." George Washington's Generals. [Edited by George Billias] 1964. 327 p. E206.B5. _____. Henry Knox, General Washington's General. NY: Rinehart, 1958. 404 p. E207.K74.C18. Drake, Francis S. Life and Correspondence of Henry Knox, Major-General in the American Revolutionary Army. Boston: Drake, 1873. 160 p. E207.K74.D7. _____. Memorials of the Society of the Cincinnati of Massachusetts. Boston: Soc, 1873. 565 p. E202.1.M38. Drew, Bernard A. Henry Knox and the Revolutionary War Trail in Western Massachusetts. Jefferson, NC: McFarland, 2012. 338 p. E230.5.M4.D74. Fell, S.H.P. “Major General Henry Knox.” Field Artillery Journal (Nov/Dec 1933): p. 542. Per. Knopf, Richard C., editor. Anthony Wayne, A Name in Arms:...The Wayne-Knox-Pickering-McHenry Correspondence. Westport, CT: Greenwood, 1975. 566 p. E83.794.W3. Lonergan, Thomas J. Henry Knox: George Washington’s Confidant, General of Artillery, and America’s First Secretary of War. Rockland, ME: Picton, 2003. 231 p. -
Minting America: Coinage and the Contestation of American Identity, 1775-1800
ABSTRACT MINTING AMERICA: COINAGE AND THE CONTESTATION OF AMERICAN IDENTITY, 1775-1800 by James Patrick Ambuske “Minting America” investigates the ideological and culture links between American identity and national coinage in the wake of the American Revolution. In the Confederation period and in the Early Republic, Americans contested the creation of a national mint to produce coins. The catastrophic failure of the paper money issued by the Continental Congress during the War for Independence inspired an ideological debate in which Americans considered the broader implications of a national coinage. More than a means to conduct commerce, many citizens of the new nation saw coins as tangible representations of sovereignty and as a mechanism to convey the principles of the Revolution to future generations. They contested the physical symbolism as well as the rhetorical iconology of these early national coins. Debating the stories that coinage told helped Americans in this period shape the contours of a national identity. MINTING AMERICA: COINAGE AND THE CONTESTATION OF AMERICAN IDENTITY, 1775-1800 A Thesis Submitted to the Faculty of Miami University in partial fulfillment of the requirements for the degree of Master of Arts Department of History by James Patrick Ambuske Miami University Oxford, Ohio 2006 Advisor______________________ Andrew Cayton Reader_______________________ Carla Pestana Reader_______________________ Daniel Cobb Table of Contents Introduction: Coining Stories………………………………………....1 Chapter 1: “Ever to turn brown paper -
Appropriations for the Fiscal Year Ending September 30, 2019, and for Other Purposes
H. J. Res. 31 One Hundred Sixteenth Congress of the United States of America AT THE FIRST SESSION Begun and held at the City of Washington on Thursday, the third day of January, two thousand and nineteen Joint Resolution Making consolidated appropriations for the fiscal year ending September 30, 2019, and for other purposes. Resolved by the Senate and House of Representatives of the United States of America in Congress assembled, SECTION 1. SHORT TITLE. This Act may be cited as the ‘‘Consolidated Appropriations Act, 2019’’. SEC. 2. TABLE OF CONTENTS. Sec. 1. Short title. Sec. 2. Table of contents. Sec. 3. References. Sec. 4. Statement of appropriations. Sec. 5. Availability of funds. Sec. 6. Adjustments to compensation. Sec. 7. Technical correction. DIVISION A—DEPARTMENT OF HOMELAND SECURITY APPROPRIATIONS ACT, 2019 Title I—Departmental Management, Operations, Intelligence, and Oversight Title II—Security, Enforcement, and Investigations Title III—Protection, Preparedness, Response, and Recovery Title IV—Research, Development, Training, and Services Title V—General Provisions DIVISION B—AGRICULTURE, RURAL DEVELOPMENT, FOOD AND DRUG ADMINISTRATION, AND RELATED AGENCIES APPROPRIATIONS ACT, 2019 Title I—Agricultural Programs Title II—Farm Production and Conservation Programs Title III—Rural Development Programs Title IV—Domestic Food Programs Title V—Foreign Assistance and Related Programs Title VI—Related Agency and Food and Drug Administration Title VII—General Provisions DIVISION C—COMMERCE, JUSTICE, SCIENCE, AND RELATED AGENCIES APPROPRIATIONS ACT, 2019 Title I—Department of Commerce Title II—Department of Justice Title III—Science Title IV—Related Agencies Title V—General Provisions DIVISION D—FINANCIAL SERVICES AND GENERAL GOVERNMENT APPROPRIATIONS ACT, 2019 Title I—Department of the Treasury Title II—Executive Office of the President and Funds Appropriated to the President Title III—The Judiciary Title IV—District of Columbia H. -
War and Legitimacy: the Securement of Sovereignty in the Northwest Indian War
i ABSTRACT WAR AND LEGITIMACY: THE SECUREMENT OF SOVEREIGNTY IN THE NORTHWEST INDIAN WAR During the post-revolution period, the newfound constitutional government of the United States faced a crisis of sovereignty and legitimacy. The Old Northwest region, encompassing what is now Ohio, Indiana and Illinois, was disputed between several groups. The U.S. government under George Washington claimed the region and sought to populate the land with white settlers, British officials in North America wished to reestablish British hegemony in the Ohio River valley and Native-Americans wished to protect their ancestral homeland from foreign invasion. In the 1790s, war broke out between a British backed alliance of Native tribes and the United States of America. Historians have named this conflict the Northwest Indian War. Examining government records, personal correspondences between Washington administration officials and military commanders, as well as recollections of soldiers, officials and civilians this thesis explores the geopolitical causes and ramifications of the Northwest Indian War. These sources demonstrate how the war was a reflection of a crisis which threatened the legitimacy to American sovereignty in the West. Furthermore, they also demonstrate how the use of a professional federal standing army was used by Washington’s government to secure American legitimacy. Michael Anthony Lipe August 2019 ii WAR AND LEGITIMACY: THE SECUREMENT OF SOVEREIGNTY IN THE NORTHWEST INDIAN WAR by Michael Anthony Lipe A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts in History in the College of Social Sciences California State University, Fresno August 2019 APPROVED For the Department of History: We, the undersigned, certify that the thesis of the following student meets the required standards of scholarship, format, and style of the university and the student's graduate degree program for the awarding of the master's degree. -
Anthony Wayne M Em 0 R· I a L
\ I ·I ANTHONY WAYNE M EM 0 R· I A L 'I ' \ THE ANTHONY WAYNE MEMORIAL PARKWAY PROJECT . in OHIO -1 ,,,, J Compiled al tlze Request of the ANTHONY WAYNE MEMO RIAL LEGISLATIVE COMMITTEE by lhr O..H. IO STATE ARCHAEOLOGICAL and H ISTORICAL SOCIETY 0 00 60 4016655 2 I• Columbus, Ohio 1944 ' '.'-'TnN ~nd MONTGOMERY COt Jt-rt"-' =J1UC llBR.APV Acknowledgments . .. THE FOLLOWING ORGANIZATIONS ass isted lll the compilation of this booklet : The A nthony Wayne Memo ri al J oint L egislative Cammi ttee The Anthony \Vayne Memori al Associati on The! Toledo-Lucas County Planning Commiss ions The Ohio D epa1 rtment of Conservation and Natural Resources The Ohio Department of Highways \ [ 4 J \ Table of Contents I Anthony Wayne Portrait 1794_ ·---···-· ·--· _____ . ----------- ·----------------- -------------------. _____ Cover Anthony Wayne Portrait in the American Revolution ____________________________ F rrm I ispiece Ii I I The Joint Legislative Committee_______ --------····----------------------------------------------------- 7 i· '#" j The Artthony Wayne Memorial Association ___________________________________ .-------------------- 9 I· The Ohio Anthony Wayne Memorial Committee _____________________________________ ---------- 11 I I I Meetings of the Joint Legislative Committee·------·--------- -·---------------------------------- 13 I I "Mad Anthony" Wayne a'dd the Indian \Vars, 1790-179.'---------------------------------- 15 lI The Military Routes of Wa.yne, St. Clair, and Harmar, 1790-179-t- ___________ . _______ 27 I The Anthony Wayne Memorial -
Section 7-1: the Revolution Begins
Name: Date: Chapter 7 Study Guide Section 7-1: The Revolution Begins Fill in the blanks: 1. The First Continental Congress was a meeting of delegates from various colonies in September of 1774 to discuss the ongoing crisis with Britain. 2. The Minutemen were members of the Massachusetts militia that were considered ready to fight at a moment’s notice. 3. General Thomas Gage was the British military governor of Massachusetts, and ordered the seizure of the militia’s weapons, ammunition, and supplies at Concord. 4. The towns of Lexington and Concord saw the first fighting of the American Revolution. 5. The “Shot heard ‘round the world” was the nickname given to the first shot of the American Revolution. 6. Americans (and others) referred to British soldiers as Redcoats because of their brightly colored uniforms. 7. At the Second Continental Congress, colonial delegates voted to send the Olive Branch Petition to King George III and created an army led by George Washington. 8. The Continental Congress created the Continental Army to defend the colonies against British aggression. 9. George Washington took command of this army at the request of the Continental Congress. 10. The Continental Congress chose to send the Olive Branch Petition to King George III and Parliament, reiterating their desire for a peaceful resolution to the crisis. 11. Siege is a military term that means to surround a city or fortress with the goal of forcing the inhabitants to surrender due to a lack of supplies. 12. Benedict Arnold and Ethan Allan captured Fort Ticonderoga in New York, allowing George Washington to obtain much needed supplies and weapons. -
35 Colorado Railroad Museum
TABLE OF CONTENTS SPORTS: 3 Grand Hyatt Denver Hotel • (303) 295-1234 1750 Welton Street, Denver 80202 • MUSEUMS: 4-12 Fact Sheet: https://assets.hyatt.com/content/dam/hyatt/hyattdam/documents/2018/ • MUSIC: 13-18 06/20/1124/Grand-Hyatt-Denver-Fact-Sheet-062018.pdf Attractions nearby with map & 16th Street Mall Information: • SHOPPING & RESTAURANTS: 19-21 https://www.hyatt.com/en-US/hotel/colorado/grand-hyatt- denver/denrd/area-attractions • OUTDOORS AND NATURE: 22-40 • TRANSPORTATION: 41 Check out Denver’s CityPass for discounts to numerous museums, the Zoo and other venues for vistors (and locals). https://www.citypass.com/denver FRIDAY, MAY 8, 2020 6:30 P.M. COLORADO COORS FIELD ROCKIES 2001 BLAKE ST, DENVER, CO 80205 $61.00 Per person Thirty seats are available and situated overlooking the diamond between first and AND second base. The evening game allows for a spectacular view of the Rocky Mountains in the background. Contact Kathy Eisenmenger, Host Arrangements Chair, to purchase tickets by CINCINNATI check payable to her with notation 5/8 NAA Baseball Game no later than May 1, 2020. REDS Send check to Kathy L. Eisenmenger, 135 W. 1st Ave., Denver CO 80223 Tickets will be distributed during the conference. Call or text (720) 438-8791 or email [email protected]. 3 MUSEUMS 4 Denver Art Museum 100 W 14th Ave., Denver, (720) 865-5000 www.denverartmuseum.org Tue–Thu, Sat–Sun: 10:00 AM–5:00 PM, Fri: 10:00 AM–8:00 PM Winslow Homer and Frederic Remington “Natural Forces ” in the Hamilton Bldg, Level 1 Norman Rockwell “Imagining Freedom ” in the Hamilton Bldg, Level 2 Anthony McCall “Eyes O n” a recorded artistry, performers for Landscape for Fire followed by a second performance of shifting configurations of light and dark across a thirty-six-point grid choreographed pattern across a field igniting small fires, the flames grows incrementally, an aural tempo builds from sounds: scratching of matches, erupting blazes, a brisk wind, a foghorn and the hiss of a flare. -
The American Revolution
The American Revolution The American Revolution Theme One: When hostilities began in 1775, the colonists were still fighting for their rights as English citizens within the empire, but in 1776 they declared their independence, based on a proclamation of universal, “self-evident” truths. Review! Long-Term Causes • French & Indian War; British replacement of Salutary Neglect with Parliamentary Sovereignty • Taxation policies (Grenville & Townshend Acts); • Conflicts (Boston Massacre & Tea Party, Intolerable Acts, Lexington & Concord) • Spark: Common Sense & Declaration of Independence Second Continental Congress (May, 1775) All 13 colonies were present -- Sought the redress of their grievances, NOT independence Philadelphia State House (Independence Hall) Most significant acts: 1. Agreed to wage war against Britain 2. Appointed George Washington as leader of the Continental Army Declaration of the Causes & Necessity of Taking up Arms, 1775 1. Drafted a 2nd set of grievances to the King & British People 2. Made measures to raise money and create an army & navy Olive Branch Petition -- Moderates in Congress, (e.g. John Dickinson) sought to prevent a full- scale war by pledging loyalty to the King but directly appealing to him to repeal the “Intolerable Acts.” Early American Victories A. Ticonderoga and Crown Point (May 1775) (Ethan Allen-Vt, Benedict Arnold-Ct B. Bunker Hill (June 1775) -- Seen as American victory; bloodiest battle of the war -- Britain abandoned Boston and focused on New York In response, King George declared the colonies in rebellion (in effect, a declaration of war) 1.18,000 Hessians were hired to support British forces in the war against the colonies. 2. Colonials were horrified Americans failed in their invasion of Canada (a successful failure-postponed British offensive) The Declaration of Independence A. -
American Self-Government: the First & Second Continental Congress
American Self-Government: The First and Second Continental Congress “…the eyes of the virtuous all over the earth are turned with anxiety on us, as the only depositories of the sacred fire of liberty, and…our falling into anarchy would decide forever the destinies of mankind, and seal the political heresy that man is incapable of self-government.” ~ Thomas Jefferson Overview Students will explore the movement of the colonies towards self-government by examining the choices made by the Second Continental Congress, noting how American delegates were influenced by philosophers such as John Locke. Students will participate in an activity in which they assume the role of a Congressional member in the year 1775 and devise a plan for America after the onset of war. This lesson can optionally end with a Socratic Seminar or translation activity on the Declaration of Independence. Grades Middle & High School Materials • “American Self Government – First & Second Continental Congress Power Point,” available in Carolina K- 12’s Database of K-12 Resources (in PDF format): https://k12database.unc.edu/wp- content/uploads/sites/31/2021/01/AmericanSelfGovtContCongressPPT.pdf o To view this PDF as a projectable presentation, save the file, click “View” in the top menu bar of the file, and select “Full Screen Mode” o To request an editable PPT version of this presentation, send a request to [email protected] • The Bostonians Paying the Excise Man, image attached or available in power point • The Battle of Lexington, image attached or available in power -
Coins and Medals;
CATALOGUE OF A VERY IKTERESTIKG COLLECTION'' OF U N I T E D S T A T E S A N D F O R E I G N C O I N S A N D M E D A L S ; L ALSO, A SMx^LL COLLECTION OF ^JMCIEjMT-^(^REEK AND l^OMAN foiJMg; T H E C A B I N E T O F LYMAN WILDER, ESQ., OF HOOSICK FALLS, N. Y., T O B E S O L D A T A U C T I O N B Y MJSSSBS. BAjYGS . CO., AT THEIR NEW SALESROOMS, A/'os. yjg and ^4.1 Broadway, New York, ON Wednesday, Thursday, Friday and Saturday, May 21, 23 and 2Ji,, 1879, AT HALF PAST TWO O'CLOCK. C a t a l o g u e b y J o l a n W . H a s e l t i n e . PHILADELPHIA: Bavis & Phnnypackeh, Steam Powee Printers, No. 33 S. Tenth St. 1879. j I I I ih 11 lii 111 ill ill 111 111 111 111 11 1 i 1 1 M 1 1 1 t1 1 1 1 1 1 - Ar - i 1 - 1 2 - I J 2 0 - ' a 4 - - a a 3 2 3 B ' 4 - J - 4 - + . i a ! ! ? . s c c n 1 ) 1 1 1 1 1 1 1 1 1 1 1 1 'r r '1' '1' ,|l l|l 1 l-Tp- S t ' A L E O P O n e - S i x t e e n t h o f a n I n c h .