The War Is Won
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Philadelphia, the Indispensable City of the American Founding the FPRI Ginsburg—Satell Lecture 2020 Colonial Philadelphia
Philadelphia, the Indispensable City of the American Founding The FPRI Ginsburg—Satell Lecture 2020 Colonial Philadelphia Though its population was only 35,000 to 40,000 around 1776 Philadelphia was the largest city in North America and the second-largest English- speaking city in the world! Its harbor and central location made it a natural crossroads for the 13 British colonies. Its population was also unusually diverse, since the original Quaker colonists had become a dwindling minority among other English, Scottish, and Welsh inhabitants, a large admixture of Germans, plus French Huguenots, Dutchmen, and Sephardic Jews. But Beware of Prolepsis! Despite the city’s key position its centrality to the American Revolution was by no means inevitable. For that matter, American independence itself was by no means inevitable. For instance, William Penn (above) and Benjamin Franklin (below) were both ardent imperial patriots. We learned of Franklin’s loyalty to King George III last time…. Benjamin Franklin … … and the Crisis of the British Empire The FPRI Ginsburg-Satell Lecture 2019 The First Continental Congress met at Carpenters Hall in Philadelphia where representatives of 12 of the colonies met to protest Parliament’s Coercive Acts, deemed “Intolerable” by Americans. But Congress (narrowly) rejected the Galloway Plan under which Americans would form their own legislature and tax themselves on behalf of the British crown. Hence, “no taxation without representation” wasn’t really the issue. WHAT IF… The Redcoats had won the Battle of Bunker Hill (left)? The Continental Army had not escaped capture on Long Island (right)? Washington had been shot at the Battle of Brandywine (left)? Or dared not undertake the risky Yorktown campaign (right)? Why did King Charles II grant William Penn a charter for a New World colony nearly as large as England itself? Nobody knows, but his intention was to found a Quaker colony dedicated to peace, religious toleration, and prosperity. -
Citizens and Soldiers in the Siege of Yorktown
Citizens and Soldiers in the Siege of Yorktown Introduction During the summer of 1781, British general Lord Cornwallis occupied Yorktown, Virginia, the seat of York County and Williamsburg’s closest port. Cornwallis’s commander, General Sir Henry Clinton, ordered him to establish a naval base for resupplying his troops, just after a hard campaign through South and North Carolina. Yorktown seemed the perfect choice, as at that point, the river narrowed and was overlooked by high bluffs from which British cannons could control the river. Cornwallis stationed British soldiers at Gloucester Point, directly opposite Yorktown. A British fleet of more than fifty vessels was moored along the York River shore. However, in the first week of September, a French fleet cut off British access to the Chesapeake Bay, and the mouth of the York River. When American and French troops under the overall command of General George Washington arrived at Yorktown, Cornwallis pulled his soldiers out of the outermost defensive works surrounding the town, hoping to consolidate his forces. The American and French troops took possession of the outer works, and laid siege to the town. Cornwallis’s army was trapped—unless General Clinton could send a fleet to “punch through” the defenses of the French fleet and resupply Yorktown’s garrison. Legend has it that Cornwallis took refuge in a cave under the bluffs by the river as he sent urgent dispatches to New York. Though Clinton, in New York, promised to send aid, he delayed too long. During the siege, the French and Americans bombarded Yorktown, flattening virtually every building and several ships on the river. -
FISHKILLISHKILL Mmilitaryilitary Ssupplyupply Hubhub Ooff Thethe Aamericanmerican Rrevolutionevolution
Staples® Print Solutions HUNRES_1518351_BRO01 QA6 1234 CYANMAGENTAYELLOWBLACK 06/6/2016 This material is based upon work assisted by a grant from the Department of Interior, National Park Service. Any opinions, fi ndings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily refl ect the views of the Department of the Interior. FFISHKILLISHKILL MMilitaryilitary SSupplyupply HHubub ooff tthehe AAmericanmerican RRevolutionevolution 11776-1783776-1783 “...the principal depot of Washington’s army, where there are magazines, hospitals, workshops, etc., which form a town of themselves...” -Thomas Anburey 1778 Friends of the Fishkill Supply Depot A Historical Overview www.fi shkillsupplydepot.org Cover Image: Spencer Collection, New York Public Library. Designed and Written by Hunter Research, Inc., 2016 “View from Fishkill looking to West Point.” Funded by the American Battlefi eld Protection Program Th e New York Public Library Digital Collections. 1820. Staples® Print Solutions HUNRES_1518351_BRO01 QA6 5678 CYANMAGENTAYELLOWBLACK 06/6/2016 Fishkill Military Supply Hub of the American Revolution In 1777, the British hatched a scheme to capture not only Fishkill but the vital Fishkill Hudson Valley, which, if successful, would sever New England from the Mid- Atlantic and paralyze the American cause. The main invasion force, under Gen- eral John Burgoyne, would push south down the Lake Champlain corridor from Distribution Hub on the Hudson Canada while General Howe’s troops in New York advanced up the Hudson. In a series of missteps, Burgoyne overestimated the progress his army could make On July 9, 1776, New York’s Provincial Congress met at White Plains creating through the forests of northern New York, and Howe deliberately embarked the State of New York and accepting the Declaration of Independence. -
201-250-The-Constitution.Pdf
Note Cards 201. Newburgh Conspiracy The officers of the Continental Army had long gone without pay, and they met in Newburgh, New York to address Congress about their pay. Unfortunately, the American government had little money after the Revolutionary War. They also considered staging a coup and seizing control of the new government, but the plotting ceased when George Washington refused to support the plan. 202. Articles of Confederation: powers, weaknesses, successes The Articles of Confederation delegated most of the powers (the power to tax, to regulate trade, and to draft troops) to the individual states, but left the federal government power over war, foreign policy, and issuing money. The Articles’ weakness was that they gave the federal government so little power that it couldn’t keep the country united. The Articles’ only major success was that they settled western land claims with the Northwest Ordinance. The Articles were abandoned for the Constitution. 203. Constitution The document which established the present federal government of the United States and outlined its powers. It can be changed through amendments. 204. Constitution: Preamble "We the people of the United States, in order to form a more perfect union, establish justice, insure domestic tranquility, provide for the common defense, promote the general welfare, and secure the blessings of liberty to ourselves and our posterity, do ordain and establish this Constitution for the United States of America." 205. Constitution: Legislature One of the three branches of government, the legislature makes laws. There are two parts to the legislature: the House of Representatives and the Senate. -
Lesson Title: Hamilton's
Lesson Title: Hamilton’s War Grade Levels : 9-12 Time Allotment: Three 45-minute class periods Overview: This high school lesson plan uses video clips from REDISCOVERING ALEXANDER HAMILTON and a website featuring interactive animations of Revolutionary War battles to explore Alexander Hamilton’s military career in three different engagements: The Battle for New York The Battle of Princeton, and the Siege of Yorktown. The Introductory Activity dispels the common misconception that the Revolution was primarily fought by “minutemen” militiamen using guerilla tactics against the British, and establishes the primary role of the Continental Army in the American war effort. The Learning Activities uses student organizers to focus students’ online exploration of the battles of New York, Princeton, and Yorktown, focusing on Alexander Hamilton’s role. The Culminating Activity challenges students to create their own organizer for a different Revolutionary War battle. This lesson is best used during a unit on the American Revolution, after the key causes for the conflict have been established. Subject Matter: History Learning Objectives: Students will be able to: • Distinguish between “irregular” and “regular” military forces in the 18 th century and outline their relative merits • Explain the context and consequences for the battles of New York, Princeton, and Yorktown • Describe the general course of events in each of these actions, noting key turning points • Discuss how historical fact can sometimes be distorted or embellished for effect • Outline -
Maryland in the American Revolution
382-MD BKLT COVER fin:382-MD BKLT COVER 2/13/09 2:55 PM Page c-4 Maryland in the Ame rican Re volution An Exhibition by The Society of the Cincinnati Maryland in the Ame rican Re volution An Exhibition by The Society of the Cincinnati Anderson House Wash ingt on, D .C. February 27 – September 5, 2009 his catalogue has been produced in conjunction with the exhibition Maryland in the American Revolution on display fTrom February 27 to September 5, 2009, at Anderson House, the headquarters, library, and museum of The Society of the Cincinnati in Washington, D.C. The exhibition is the eleventh in a series focusing on the contributions to the e do most Solemnly pledge American Revolution made by the original thirteen states ourselves to Each Other and France. W & to our Country, and Engage Generous support for this exhibition and catalogue was provided by the Society of the Cincinnati of Maryland. ourselves by Every Thing held Sacred among Mankind to Also available: Massachusetts in the American Revolution: perform the Same at the Risque “Let It Begin Here” (1997) of our Lives and fortunes. New York in the American Revolution (1998) New Jersey in the American Revolution (1999) — Bush River Declaration Rhode Island in the American Revolution (2000) by the Committee of Observation, Connecticut in the American Revolution (2001) Delaware in the American Revolution (2002) Harford County, Maryland Georgia in the American Revolution (2003) March 22, 1775 South Carolina in the American Revolution (2004) Pennsylvania in the American Revolution (2005) North Carolina in the American Revolution (2006) Text by Emily L. -
Teacher Packet for Newburgh Conspiracy Lesson
Teachers’ Packet for the Newburgh Conspiracy Lesson - 1 - Introduction This packet has been created for teachers who want their students to learn about the Newburgh Conspiracy. It contains enough material for at least two lessons, and everything in this packet has been arranged in the order that it should be presented during classes. Consequently, all sections that are intended for use during the first lesson are located in the first half of the packet, and all sections that are intended for use during the second lesson are located in the second half of the packet. Although teachers using this packet will see that it contains the background material and the two original documents that students have to read, and the exercises they subsequently must do, they really don’t need to photocopy it for the young men and women they are teaching; they can simply make and distribute photocopies of the student handouts packet, which has everything they need. The material in this lesson is suitable for high school and college students, but probably not for anyone below that level. However, teachers working with elementary and middle school students are certainly free to look at all the materials in this packet and the Additional Resources listed in the back to create their own lessons pertaining to the Newburgh Conspiracy. They also may contact Dave Richards, the person who created the material in this packet and the author of Swords in Their Hands: George Washington and the Newburgh Conspiracy, through his website, which appears with his book in the Additional Resources list, for suggestions. -
Tactical Implementation of Strategic Guidance During the American Revolutionary War: Pedagogical Application for Classroom Use Ryan Menath
University of North Dakota UND Scholarly Commons Theses and Dissertations Theses, Dissertations, and Senior Projects January 2018 Tactical Implementation Of Strategic Guidance During The American Revolutionary War: Pedagogical Application For Classroom Use Ryan Menath Follow this and additional works at: https://commons.und.edu/theses Recommended Citation Menath, Ryan, "Tactical Implementation Of Strategic Guidance During The American Revolutionary War: Pedagogical Application For Classroom Use" (2018). Theses and Dissertations. 2285. https://commons.und.edu/theses/2285 This Dissertation is brought to you for free and open access by the Theses, Dissertations, and Senior Projects at UND Scholarly Commons. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of UND Scholarly Commons. For more information, please contact [email protected]. TACTICAL IMPLEMENTATION OF STRATEGIC GUIDANCE DURING THE AMERICAN REVOLUTIONARY WAR: PEDAGOGICAL APPLICATION FOR CLASSROOM USE by Lieutenant Colonel Ryan Thomas Menath Bachelor of Science, United States Air Force Academy, 2001 Master of Arts, American Military University, 2012 A Final Project Submitted to the Graduate Faculty of the University of North Dakota in partial fulfillment of the requirements for the degree of Doctor of Arts Grand Forks, North Dakota May 2018 The views expressed in this article are those of the author and do not reflect the official policy or position of the United States Air Force, Department of Defense, or the U.S. Government. -
The Newburgh Conspiracy and Identity
George Washington’s Finest Hour: The Newburgh Conspiracy and Identity Full Lesson Plan COMPELLING QUESTION To what extent are you cultivating the identity necessary to achieve worthy goals such as enhancing freedom in the lives of yourself and others? Would you have given up the opportunity to be king? VIRTUE Identity DEFINITION Identity answers the question, “Who am I?” LESSON OVERVIEW In this lesson, students will evaluate George Washington’s actions to understand his approach to the principle of identity. OBJECTIVES • Students will understand how George Washington’s identity resulted in lasting benefits for the nation he helped create. • Students will analyze their own goals and ambitions to determine how identity contributes to achievement of worthy goals. • Students identify a situation in which a flawed sense of identity resulted in failure to meet some personal or group goal. https://voicesofhistory.org 1 BACKGROUND In 1781, the Continental Army won the Battle of Yorktown, the last major battle against the British. The Americans had won the Revolutionary War, despite the fact that the Congress could rarely supply the army adequately, the states often looked out for their own interests rather than the common good, and civilians frequently failed to support the war effort. By late 1782, military operations had largely ended, but the army remained mobilized at its main garrison in New York in case of a major British attack. Officers and soldiers went unpaid for long stretches because the Articles of Confederation had created a weak national congress that could not collect taxes from the states. The United States, with no formal independence, risked collapse into military rule as many republics such as ancient Rome had done. -
When Freedom Wore a Red Coat
1 2014 Harmon Memorial Lecture “Abandoned to the Arts & Arms of the Enemy”: Placing the 1781 Virginia Campaign in Its Racial and Political Context by Gregory J. W. Urwin Professor of History Temple University Research for this lecture was funded in part by an Earhart Foundation Fellowship on American History from the William L. Clements Library, University of Michigan; a Tyree-Lamb Fellowship, Society of the Cincinnati; a Mellon Research Fellowship from the Virginia Historical Society; and two Summer Research Awards from Temple University. 1 2 On October 25, 1781 – just six days after Gen. George Washington attained the apex of his military career by forcing the surrender of a British army at Yorktown, Virginia – he issued an order to his troops that has been scrupulously ignored by historians of the American Revolution. Washington directed his officers and “persons of every denomination concerned” to apprehend the “many Negroes and Mulattoes” found in and around Yorktown and consign them to guard posts on either side of the York River. There free blacks would be separated from runaway slaves who had sought freedom with the British, and steps taken to return the latter to their masters. In other words, Washington chose the moment he achieved the victory that guaranteed American independence to convert his faithful Continentals into an army of slave catchers.1 This is not the way Americans like to remember Yorktown. We prefer the vision President Ronald Reagan expressed during the festivities marking the bicentennial of that celebrated turning point thirty-three years ago. Reagan described Yorktown to a crowd of 60,000 as “a victory for the right of self-determination. -
Virginia of the Looking Westonmainstreet,Yorktown, 1862 Photo Courtesy of Librarycongress Greetings
York County Virginia th Commemorates the Sesquicentennial Anniversary of the American150 Civil War 1862 - 2012 Big Bethel To Fort Magruder Looking West on Main Street, Yorktown, 1862 Photo courtesy of Library of Congress Greetings The Virginia Sesquicentennial of the American Civil War Commission was created during the 2006 Session of the General Assembly for the purpose of planning for and commemorating the 150th anniversary of Virginia’s participation in the American Civil War, the duration of which will be 2011 through 2015. Each locality was asked to form a local committee to begin planning for the four-year, statewide commemoration period. In early 2009, the York County Sesquicentennial of the American Civil War Committee was formed and, on June 2, 2009, the York County Board of Supervisors adopted a resolution supporting the State Commission and its work to commemorate the 150th Anniversary of the American Civil War in Virginia. The resolution also stipulated that York County would join with the neighboring jurisdictions to support the organizational principles and statement of purpose for the Historic Triangle Civil War Committee as set forth to guide the commemoration in America’s Historic Triangle. The Sesquicentennial Committee is composed of representatives of the following: County of York Division of Historic Services, City of Newport News National Park Service (Colonial National Historical Park) Peninsula Campaign Chapter, United Daughters of the Confederacy Poquoson Historical Society, Poquoson Museum and City of Poquoson United States Naval Weapons Station Yorktown Watermen’s Museum York County Historical Committee York County Historical Museum York County Historical Society Dedication The York County War Memorial lists all York County members of the military who died as a result of wars as far back as Bacon’s Rebellion (1676). -
Revolutionary War Bibliography
G. Kurt Piehler Center for the Study of War and Society, Department of History, University of Tennessee Knoxville, Tennessee Revolutionary War Bibliography Organization of American Historians and National Park Service 9/12/2003 The Broad Overview Even before the Revolutionary War ended in 1783, Americans and their British adversaries began efforts to document this struggle. Many of these early histories have been reprinted in modern editions and offer insights into how the Revolutionary generation saw the struggle for independence. Among the earliest general accounts of the conflict are David Ramsay’s History of the American Revolution (1789, Indianapolis: Liberty Classics, 1990) and Mercy Otis Warren’s three volume History of the Rise, Progress, and Termination of the American Revolution (1805, Indianapolis, Liberty Classics, 1988). A substantial number of Americans remained loyal to the British Crown, John Adams estimated the number as high as one-third of the population, and Peter Oliver’s Origins and Progress of the American Revolution (1781, San Marino: Huntington Library, 1961) wrote one of the earliest histories from the loyalist perspective. 1 There are several excellent general histories of the Revolutionary War. Among the best are Robert Middlekauff, The Glorious Cause: The American Revolution, 1763-1789 (New York: Oxford University Press,1982) and Edward Countryman’s The American Revolution (New York: Hill and Wang, 1985). Ray Raphael, A People’s History of the American Revolution: How Common People Shaped the Fight for Independence (New York: New Press, 2001) account offers a narrative account that centers around the participation of laborers, African Americans, women, and Indians during the war for independence.