The Battle of Lexington and Concord
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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. -
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 Paradox of Theodore Parker: Transcendentalist, Abolitionist, and White Supremacist
Georgia State University ScholarWorks @ Georgia State University History Theses Department of History Fall 12-16-2015 The Paradox of Theodore Parker: Transcendentalist, Abolitionist, and White Supremacist Jim Kelley Follow this and additional works at: https://scholarworks.gsu.edu/history_theses Recommended Citation Kelley, Jim, "The Paradox of Theodore Parker: Transcendentalist, Abolitionist, and White Supremacist." Thesis, Georgia State University, 2015. https://scholarworks.gsu.edu/history_theses/98 This Thesis is brought to you for free and open access by the Department of History at ScholarWorks @ Georgia State University. It has been accepted for inclusion in History Theses by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. THE PARADOX OF THEODORE PARKER: TRANSCENDENTALIST, ABOLITIONIST, AND WHITE SUPREMACIST. by JIM KELLEY Under the Direction of David Sehat, Phd ABSTRACT Theodore Parker was one of the leading intellectuals and militant abolitionists of the antebellum era who has been largely overlooked by modern scholars. He was a leading Transcendentalist intellectual and was also one of the most militant leaders of the abolitionist movement. Despite his fervent abolitionism, his writings reveal an attitude that today we would call racist or white supremacist. Some scholars have argued that Parker's motivation for abolishing slavery was to redeem the Anglo-Saxon race from the sin of slavery. I will dispute this claim and explore Parker's true understanding of race. How he could both believe in the supremacy of the white race, and at the same time, militantly oppose African slavery. Parker was influenced by the racial "science" of his era which supported the superiority of the Caucasian race. -
Down but Not Out: How American Slavery Survived the Constitutional Era
Georgia State University ScholarWorks @ Georgia State University History Theses Department of History 12-16-2015 Down But Not Out: How American Slavery Survived the Constitutional Era Jason Butler Follow this and additional works at: https://scholarworks.gsu.edu/history_theses Recommended Citation Butler, Jason, "Down But Not Out: How American Slavery Survived the Constitutional Era." Thesis, Georgia State University, 2015. https://scholarworks.gsu.edu/history_theses/99 This Thesis is brought to you for free and open access by the Department of History at ScholarWorks @ Georgia State University. It has been accepted for inclusion in History Theses by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. DOWN BUT NOT OUT: HOW AMERICAN SLAVERY SURVIVED THE CONSTITUTIONAL ERA by JASON E. BUTLER Under the Direction of H. Robert Baker, Ph.D. ABSTRACT Whether through legal assault, private manumissions or slave revolt, the institution of slavery weathered sustained and substantial blows throughout the era spanning the American Revolution and Constitutional Era. The tumult of the rebellion against the British, the inspiration of Enlightenment ideals and the evolution of the American economy combined to weaken slavery as the delegates converged on Philadelphia for the Constitutional Convention of 1787. Even in the South, it was not hard to find prominent individuals working, speaking or writing against slavery. During the Convention, however, Northern delegates capitulated to staunch Southern advocates of slavery not because of philosophical misgivings but because of economic considerations. Delegates from North and South looked with anticipation toward the nation’s expansion into the Southwest, confident it would occasion a slavery-based economic boom. -
JOINT and COMBINED OPERATIONS on the HUDSON RIVER, 1777 and 1781
NAVAL WAR COLLEGE Newport, R.I. “MAKING THE BEST USE OF YOUR JOINT FORCES”: JOINT AND COMBINED OPERATIONS ON THE HUDSON RIVER, 1777 and 1781 by James M. Johnson Colonel, U.S. Army JOINT AND COMBINED OPERATIONS ON THE HUDSON RIVER, 1777 and 1781 James M. Johnson, Colonel, U.S. Army, 1995 Abstract of “MAKING THE BEST USE OF YOUR JOINT FORCES”: JOINT AND COMBINED OPERATIONS ON THE HUDSON RIVER, 1777 AND 1781 British, French, and American commanders in the American Revolution understood the concepts of allied, joint, and amphibious operations. These operations fit within a defensive strategy that General George Washington and Lieutenant General Sir Henry Clinton practiced for most of the war: a war of posts with New York City and the “line of the Hudson” as the “seat of the war.” Through their experiences in the wars of the mid- eighteeth century the British developed sophisticated doctrine and practices for joint, amphibious operations. Because of this joint doctrine, Clinton and Commodore William Hotham were able to conduct a series of classic, amphibious landings to capture the fortifications of the Hudson Highlands in October 1777 and even burn the New York capital at Kingston. After a disastrous joint campaign in 1777, with French support and guidance, Washington and Lieutenant General Rochambeau threatened New York City with a joint expedition in the summer of 1781. While the Allied, joint forces failed to capture New York City, they later trapped the army of Lieutenant General Charles, Lord Cornwallis at Yorktown in the last significant campaign of the war. ii JOINT AND COMBINED OPERATIONS ON THE HUDSON RIVER, 1777 and 1781 James M. -
Lesson 1: Prelude to the Revolutionary
Lesson ONE LESSON ONE: PRelUDE TO THE ReVolUTIonARY WAR LESSON OBJECTIVE To introduce students to the underlying causes of the American Revolution. SUMMARY OF ACTIVITIES AND THEIR OBJECTIVES ACTIVITY ONE: George Washington and the French and Indian War Summary: Students look at a document of surrender signed by George Washington during the French and Indian War, and an excerpt from his memoir of the war. Objective: To introduce the French and Indian War as the precursor to the American Revolution, and to recognize George Washington’s role in it. ACTIVITY TWO: The Boston Massacre, or an Incident in King Street? Summary: Students compare various sources depicting the same event: an engraving by Paul Revere showing the Boston Massacre; the written account of a British officer describing what happened; a newspaper article listing the names of those who were wounded and killed; and a map by Revere showing the location of the casualties. Objective: To form a conclusion about a historical event after considering contrasting viewpoints. ACTIVITY THREE: Taxation without Representation Summary: Students compare three images representing various ways that colonists protested British taxation. Objective: To think critically about the choices that colonists made, and the ways they reacted to British taxation. ACTIVITY FOUR: The Battle of Lexington and Concord Summary: Students match quotes of first-hand accounts with drawings of events at the Battle of Lexington and Concord. Objective: To make the connection between written accounts of British officers and an American’s visual depictions of a historical event. ACTIVITY FIVE: Declaring Independence Summary: Students examine the Declaration of Independence as a crucial step in the process of gaining American independence. -
Clan PITCAIRN
Clan PITCAIRN ARMS Argent, three lozenges Gules CREST a moon in her complement Proper MOTTO Plena refulget (The full moon shines) The lands of Pitcairn lie in the parish of Leslie in Fife, and the family are reputed to be one of the oldest of that ancient kingdom. William de Petkaran was a juror at Dunfermline prior to 1249, Sir Hugh de Abernethy granted to his kinsman, John de Pitcairn, the lands of Innernethie. Piers de Pectarne of Fife appears on the Ragman Roll, swearing fealty to Edward I of England in 1296. Andrew Pitcairn and seven of his sons were killed at Flodden in 1513. Nisbet states that Robert Pitcairn, Commendator of Dunfermline Abbey and Secretary during the regency of Moray, Lennox, Mar and Morton, was ‘a great timeserver, a great enemy to Queen Mary and a very humble servant of the Regents’. He accompanied the Regent Moray to England in 1568 to justify his proceedings against the queen, and was one of the commissioners at York. The Pitcairns were to prosper as Fife lairds but suffered heavily for their support of the Jacobite cause in the Fifteen and Forty-five rebellions. Pitcairn Island (famous as the last refuge of the Bounty mutineers) ws discovered in 1767 by Captain Robert Pitcairn. John Pitcairn, a major in the Royal Marines, was in command of the unit which fired the first shots in the American War of Independence. Criminal Trials of Scotland, edited Robert Pitcairn and published in 1833, provides a wealth of information gleaned from trials between 1487 to 1624, and is still regularly consulted by historians and genealogists. -
Who Fired the “Shot Heard 'Round the World”?
Educational materials were developed through the Teaching American History in Anne Arundel County Program, a partnership between the Anne Arundel County Public School System and the Center for History Education at the University of Maryland, Baltimore County. Who Fired the “shot heard ‘round the world”? Author: Elaine M. Price, Odenton Elementary, Anne Arundel County Public Schools Grade Level: Middle Duration: Two class periods Overview: On April 19, 1775, the Battle of Lexington and Concord marked the first military engagement of the American Revolution. Colonists had gathered in the early morning on Lexington Green to prevent approaching British troops from destroying guns and ammunition that were stored in nearby Concord. The gathered faction of colonists was ordered by the British to disperse when “the shot heard ‘round the world” was fired and the American Revolution began. Ralph Waldo Emerson wrote that immortal line in his 1837 Concord Hymn, but what is perhaps most intriguing about that fateful shot is that no one knows for sure who fired it. Eyewitness accounts with differing opinions about the opening shot abound. In this lesson, students will asked to make their own decision as to who they think fired the first shot by reading and analyzing primary source documents. They will be asked to defend their opinion by citing primary source evidence. Content Standards: Era 3: Revolution and the New Nation (17541820s) Standard 1: The causes of the American Revolution, the ideas and interests involved in forging the revolutionary movement, and the reasons for the American victory. Standard 2: The impact of the American Revolution on politics, economy, and society. -
Battles of Lexington and Concord American Revolution Articles- Road to Revolution Edition
Battles of Lexington and Concord American Revolution Articles- Road to Revolution Edition Article 9 April 19, 1775 After the First Continental Congress, the colonies created militias, or armies. These soldiers were called Minutemen because they were said to be Gage heard that these militias were formed and that they had weapons in Concord, Massachusetts. He also heard that Samuel Adams and John Hancock would be meeting in nearby Lexington. He planned to send more than 700 British soldiers to arrest Adams and Hancock, the leaders of the Sons of Liberty, and to take all of the weapons being stored in Concord. General Thomas Gage wanted to surprise the colonists. He wanted the soldiers to destroy the The Midnight Ride of Paul would go through Lexington to arrest Adams and Revere Hancock. The soldiers left Boston at night on April 18, 1775. They thought that no one had noticed that they left. They did not realize the colonists were watching them. The colonists had a plan. If the soldiers were moving by land, they would put one lamp in the church tower. If they were moving by sea, they would put two lamps in the church tower. This was the signal to the colonists that the soldiers were on the move. Paul Revere, William Dawes, and Dr. Samuel Prescott were sent to warn the leaders. Revere saw two lamps in the church tower and knew that the soldiers were coming by ship to the Charles River. The three men took different routes and went by horseback warning the colonists that the Redcoats were coming. -
Lexington and Concord: More Than a British Blunder
LEXINGTON AND CONCORD: MORE THAN A BRITISH BLUNDER HONORS THESIS Presented to the Honors Committee of Texas State University-San Marcos in Partial Fulfillment of the Requirements for Graduation in the Honors College by: Mario E. Lucio San Marcos, Texas December 2012 LEXINGTON AND CONCORD: MORE THAN A BRITISH BLUNDER Thesis Supervisor: ________________________________ Shannon Duffy, Ph.D. Department of History Approved: ____________________________________ Heather C. Galloway, Ph.D. Dean, Honors College For Mario R. Lucio And Nellie Lucio ii CONTENTS ABSTRACT………………………………………………………………………….…..v INTRODUCTION……………………………………………………………………….1 THE BRITISH OCCUPATION OF BOSTON, 1774…………………………….……..8 THE BRITISH EXPEDITION TO CONCORD………………………………………...13 POOR COHESION……………………………………………………………………...37 POOR LEADERSHIP……………………………………………………………….…..41 POOR TROOP DISCIPLINE…………………………………………………………...45 ALCOHOL ABUSE……………………………………………………………………..53 DESERTION…………………………………………………………………………….57 TROOP MISCONDUCT………………………………………………………………...65 THE FUNCTION OF THE BRITISH OCCUPATION ARMY…………………….…..70 CONCLUSION…………………………………………………………………………..73 BIBLIOGRAPHY………………………………………………………………………..74 iii ILLUSTRATIONS & MAPS MAP OF BOSTON AND THE SURROUNDING AREA IN 1775…………………….7 PORTRAIT OF GENERAL THOMAS GAGE……………………………………….....8 PORTRAIT OF MAJOR JOHN PITCAIRN…………………………………………....14 PORTRAIT OF LIEUTENANT-COLONEL FRANCIS SMITH……………………....14 MAP OF LEXINGTON GREEN………………………………………………………..18 DOOLITTLE PRINT: THE BATTLE AT LEXINGTON COMMON……………….....21 DOOLITTLE PRINT: A VIEW OF THE TOWN