Spring 2013 Newsletter
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War Council to Meet on the ‘FIFTEENTH of the MOON’; the Phases of the Moon Were Used As the Indians’ Way of Establishing Time
THE PONTIAC COUNCIL & PONTIAC’S WAR* Historical background: 1763 *Variously referred to as Pontiac’s War, Pontiac’s Uprising, Pontiac’s Rebellion, or the Conspiracy of Pontiac. WHO: PONTIAC, or Obwandiyag (born ca. 1720 – April 20, 1769), was a Native American Ottawa war leader, remembered for his participation in the struggle against British occupation of the Great Lakes region that bears his name: Pontiac's War. Pontiac rose to great fame and importance during this war, and yet the documentary evidence of Pontiac's life is scanty. Much of what has been written about the chief has been based on tradition and speculation, and so depictions of him have varied greatly over the years. Beyond Pontiac himself, we turn to a literal cast of thousands on the 1763 stage: the CHIEFTAINS and WARRIORS of the Indian Nations of the Great Lakes and Ohio Valley regions; the British SOLDIERS and OFFICERS who commanded and garrisoned the forts in the region; the British SETTLERS with the aim of moving westward from the crowded English/American colonies; the French HABITANTS who had lived in the region for generations; and the French & British TRADERS, all hoping to make their fortunes here. [For a list of important names see the last pages.] [portrait of Pontiac by John Mix Stanley, Detroit Historical Museum] Flag of New France 1760 Flag of Britain 1760 WHAT: It is said that Pontiac’s April 1763 COUNCIL on the ECORSE RIVER* was the largest Indian council attended by multiple Nations yet to meet in the western territory. Chiefs and warriors of the Great Lakes Nations were summoned together, and in a few weeks’ time over a dozen tribes would join the campaign. -
1. What Caused Pontiac's Rebellion?
Pontiac’s Rebellion Reading Comprehension Name_______________________ Pontiac’s Rebellion was a war waged by natives of the Great Lakes region against British rule after the French and Indian War. The natives, who had formed alliances with the defeated French, were dissatisfied with treatment from British officials. Unlike their French allies, British officials entrusted with native relations refused to offer gifts to tribal leaders such as guns, gunpowder, and ammunition. Furthermore, English settlers began displacing them from their land. While French settlers and natives seemed to live in relative harmony, the sheer number of English settlers that descended on the region prompted many Indians to support war. The natives began to feel as if the British were preparing for war against them. The rebellion lasted three years, from 1763 to 1766. Much of the war’s terrible violence occurred in 1763; the remaining years were spent formulating peace treaties. The war was named after Pontiac, chief of the Ottawa tribe. Indians from many tribes including the Ottawa, Ojibwa, Shawnee, Miami, Huron, Seneca and Potawatomi participated in the uprising. The war started in May of 1763 when natives unsuccessfully besieged Fort Detroit. British reinforcements soon arrived, but were soundly defeated at the Battle of Bloody Run on July 31, 1763. Meanwhile, other native groups were taking forts in present-day Illinois, Michigan, Indiana, Ohio, and Pennsylvania. Many attacks followed the same routine: Indians would trick the settlers into allowing them access to the forts, and then capture or kill the inhabitants. On June 22, 1763, a group of Delaware natives attacked Fort Pitt and killed dozens of British settlers. -
Library of Congress
Library of Congress Peculiarities of American cities. Willard Glazier PECULIARITIES OF AMERICAN CITIES. BY CAPTAIN WILLARD GLAZIER, AUTHOR OF “SOLDIERS OF THE SADLLE,” “CAPTURE, PRISON-PEN AND ESCAPE,” “BATTLES FOR THE UNION,” “HEROES OF THREE WARS,” “DOWN THE GREAT RIVER,” ETC., ETC. IIlustrated. LC PHILADELPHIA: HUBBARD BROTHERS, PUBLISHERS, No. 723 CHESTNUT STREET. 1886. E168 .G553 Entered according to Act of Congress, in the year 1883, by WILLARD GLAZIER, In the Office of the Librarian of Congress, at Washington, D. C. 194604 12 To her WHO IS NEAREST AND DEAREST; WHOSE HEART HAS ENCOURAGED; WHOSE HAND HAS CONTRIBUTED TO THE ILLUSTRATION AND EMBELLISHMENT OF ALL MY LITERARY WORK, This Volume IS LOVINGLY INSCRIBED BY THE AUTHOR. PREFACE. It has occurred to the author very often that a volume presenting the peculiar features, favorite resorts and distinguishing characteristics, of the leading cities of America, would Peculiarities of American cities. http://www.loc.gov/resource/lhbtn.05993 Library of Congress prove of interest to thousands who could, at best, see them only in imagination, and to others, who, having visited them, would like to compare notes with one who has made their PECULIARITIES a study for many years. A residence in more than a hundred cities, including nearly all that are introduced in this work, leads me to feel that I shall succeed in my purpose of giving to the public a book, without the necessity of marching in slow and solemn procession before my readers a monumental array of time-honored statistics; on the contrary, it will be my aim, in the following pages, to talk of cities as I have seen and found them in my walks, from day to day, with but slight reference to their origin and past history. -
Rivalry and Alliance Among the Native Communities of Detroit, 1701--1766 Andrew Keith Sturtevant College of William & Mary - Arts & Sciences
W&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects 2011 Jealous neighbors: Rivalry and alliance among the native communities of Detroit, 1701--1766 andrew Keith Sturtevant College of William & Mary - Arts & Sciences Follow this and additional works at: https://scholarworks.wm.edu/etd Part of the Canadian History Commons, Indigenous Studies Commons, and the United States History Commons Recommended Citation Sturtevant, andrew Keith, "Jealous neighbors: Rivalry and alliance among the native communities of Detroit, 1701--1766" (2011). Dissertations, Theses, and Masters Projects. Paper 1539623586. https://dx.doi.org/doi:10.21220/s2-crtm-ya36 This Dissertation is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Dissertations, Theses, and Masters Projects by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. JEALOUS NEIGHBORS: RIVALRY AND ALLIANCE AMONG THE NATIVE COMMUNITIES OF DETROIT, 1701-1766 Andrew Keith Sturtevant Frankfort, Kentucky Master of Arts, The College of William & Mary, 2006 Bachelor of Arts, Georgetown College, 2002 A Dissertation presented to the Graduate Faculty of the College of William and Mary in Candidacy for the Degree of Doctor of Philosophy Lyon G. Tyler Department of History The College of William and Mary August, 2011 Copyright 2011, Andrew Sturtevant APPROVAL PAGE This Dissertation is submitted in partial fulfillment -
Copyrighted Material
Index Page numbers for illustrations are in italics; those for tables are in bold. 1st Michigan Cavalry, 214 Adams, John Quincy, 203–204, 206 1st Ohio Volunteer Infantry, 223 Adelphia, 114 2nd Ohio Volunteer Infantry, 223 Adena, 21, 30–36, 39–42, 45–46, 488 4th Ohio Volunteer Infantry, 230 Adrian, Michigan, 182 7th Cavalry, 245 Afghanistan, 480 8th Ohio Infantry, 214, 216, 230 African Americans: in the arts, 374–376; and 9th Ohio Infantry, 214, 216 civil rights, 426–436, 447, 450, 452, 37th Infantry Division, 350, 393 455–456; and the Civil War, 216, 220–221, 54th Massachusetts Infantry, 215, 216 223, 226, 227, 229, 232; in contemporary 55th Massachusetts Infantry, 215, 216, 232, society, 458, 459, 468, 471, 473, 476, 478, 374 482, 484; in early Ohio, 122, 134, 137, 147, 127th Ohio Volunteer Infantry (5th U.S. 148, 152, 190, 198; in early 20th-century Colored Infantry), 215, 216 political reform, 333, 335, 336; in the era of 372nd Infantry Division, 350 industrialization, 302–307, 310, 321, 333, 335; and the Great Depression, 378, Abenaki Indians, 57 386–387; and the “Great Migration,” 353; abolition, 142–143,COPYRIGHTED 145, 147–148, 155–158, and MATERIAL late 19th-century politics, 266, 275, 278; 226, 236, 239–240, 245; abolitionists, 125, and post-World War II society, 404–410, 139, 149, 208–210, 215–221, 231, 333, 414, 417; in sports, 321, 323, 399; and 335 Reconstruction, 240–241, 244, 246; and abortion, 437, 439–440, 468, 471, 477–478, World War II, 392–393 482 African Methodist Episcopal Church, 149, acid rain, 17, 470 335 Adams County, 13 Agricultural Adjustment Act (AAA), 381 Adams, John, 121, 194 agricultural tile, 15 Ohio: A History of the Buckeye State, First Edition. -
Occupation and Displacement in the Old Northwest: the Role of Three Technologies Gustavo A
Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 2005 Occupation and displacement in the Old Northwest: the role of three technologies Gustavo A. Gutiérrez Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the American Studies Commons, History of Science, Technology, and Medicine Commons, and the United States History Commons Recommended Citation Gutiérrez, Gustavo A., "Occupation and displacement in the Old Northwest: the role of three technologies" (2005). Retrospective Theses and Dissertations. 1734. https://lib.dr.iastate.edu/rtd/1734 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. Occupation and displacement in the Old Northwest: The role of three technologies by Gustavo A. Gutierrez A dissertation submitted to the graduate faculty in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Major: History of Technology and Science Program of Study Committee: Amy Bix, Co-major Professor Alan I Marcus, Co-major Professor Hamilton Cravens George A. Jackson Robert Hollinger Iowa State University Ames, Iowa 2005 UMI Number: 3200421 INFORMATION TO USERS The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleed-through, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. -
DETROIT UNDER THREE FLAGS.Pdf
TEACHER RESOURCE LESSON PLAN DETROIT UNDER THREE FLAGS: 1701-1796 BACKGROUND ESSAY DETROIT UNDER THREE FLAGS The Detroit River played an important role in the development of the city of Detroit. Cadillac and the French settlers came across the Atlantic Ocean in their small ships, seeking adventure and opportunities. They were looking for a site to establish a trading center. As they came up the Detroit River, it was obvious that the ideal site for their settlement and trading center would be Detroit, c. 1705. Painting by Robert Hopkin, 1901. located on the first rise of ground from the river. Courtesy of the Burton Historical Collection, Detroit Public LIbrary It was a strategic location to command control of the waterway. Therefore, as soon as Cadillac saw INTRODUCTION the advantages of that site, he ordered his men to This lesson was originally published in Telling build a fort on the Detroit River in 1701 to protect Detroit’s Story: Historic Past, Proud People, Shining themselves militarily and to use as an economic Future curriculum unit developed by the Detroit 300 center for trading furs. Commission in 2001. The English were envious of the French wealth Students in grades six through eight will gain a and power. The English, too, wanted to trade in preliminary history of early Detroit and the three America. The French and English began a war in main countries that ruled the city. Students will Europe in 1756. The fighting continued between participate in class discussion and mapping these two nations in America. This war in America activities that will lead to a better understanding of was called the French and Indian War because the some of the Core Democratic Values. -
1. Rogers' Rangers Draft
DRAFT Please do not quote or cite without my permission 1. Rogers’ Rangers Well over a hundred years before Confederation, Rangers were already leading the way. The Regiment’s story begins in 1756, at the start of the Seven Years War. Sometimes called “World War Zero,” this titanic struggle for global primacy between Great Britain and France ranged over many lands in Central Europe, South Asia and the Caribbean. But the most consequential theatre was in North America, where General Wolfe’s victory on the Plains of Abraham in 1759 established Anglo-Saxon dominance over the continent. Much of the fighting in the New World was in the rugged no-man’s land that separated New France from New England. Here the thickly wooded mountains at the Appalachian range’s northern end constituted a formidable barrier between the two hostile colonies. The only path Nature opened to the European colonists in this forbidding wilderness was the series of rivers and lakes that link New York at the Hudson’s River’s mouth to Montréal on the St Lawrence. Control over this strategic artery was key to victory in what Americans would come to know as the French and Indian War. With well over a million inhabitants, Britain’s thirteen colonies along the Atlantic seaboard vastly outnumbered King Louis’ sixty thousand Canadian subjects. Demographic superiority did not necessarily confer a military advantage, since the French were far more adept at fighting on rough, uncultivated forested terrain. Over the years its settlers had learned how best to wage war in the New World. -
Teacher Resource Lesson Plan
TEACHER RESOURCE LESSON PLAN PONTIAC’S REBELLION MI GLCES – GRADE THREE SOCIAL STUDIES H3 – History of Michigan Through Statehood • 3-H3.0.5 - Use informational text and visual data to compare how American Indians and settlers in the early history of Michigan adapted to, used, and modified their environment. • 3-H3.0.6 - Use a variety of sources to describe interactions that occurred between American Indians and the first European explorers and settlers in Michigan. INTRODUCTION • 3-H3.0.8 – Use case studies or stories to This lesson helps third grade students understand describe how the ideas or actions of individuals the life and culture in Detroit during the British affected the history of Michigan. occupation between 1760 and 1796. The lesson includes a comprehensive background essay, a list COMMON CORE ANCHOR STANDARDS - ELA of additional resources, and copies of worksheets and primary sources. Reading • 1 - Read closely to determine what the text says explicitly and to make logical inferences from ESSENTIAL QUESTIONS it; cite specific textual evidence when writing Who was Chief Pontiac, and how does his rebellion or speaking to support conclusions drawn from show a change in the relationship between the text. Europeans and Native Americans? • 9 - Analyze how two or more texts address similar themes or topics in order to build LEARNING OBJECTIVES knowledge or to compare the approaches the Students will: authors take. • Consider multiple perspectives in history, Writing particularly the points of view of the French, • 1 - Write arguments to support claims in an British and Native Americans. analysis of substantive topics or texts, using • Learn about Chief Pontiac and the Native valid reasoning and relevant and sufficient Americans that fought to protect their evidence. -
The Story of Pontiac's War, 17 63-4 by Harvey Wilson Compton Superintendent of Toledo Public Schools, 1886-1897-Died 1916 Copyrillht 1932-Mrs
The Historical Society THE HISTORICAL SOCIETY OF NORTHWESTERN OHIO OFFICERS Wyandot County-Battle Island. About one mile east, on June 7-8, 1782 Pr11i<lent.. ... - ........................ \VALTER J. SHERMAN Sec'y-Treas. (Acting) ........ WALTER A. EVERSMAN ht Vice-President............ \VALTER A. EVERSMAN Librarian .................................... NE,vIN O. WINTF.R Crawford's expedition was annihilated by the Indians and its command ttl Vice-President ................ MORRISON \V. YouNG Assistant Librarian................................ CARL VITz captured. Also site of a famous Indian Gantlet Ground. Id Vice-Prtsident...................... RuFus H. BAKl\R Wyandot County-Fort Ferree. Built by General Harrison and occupied Term expiring 1931- Term expiring 1932- Term expiring 1933- successively by large numbers of American troops during the War of 1812. Many l\foRRISON W. YOUNG NEVIN 0. WINT>:R RuFus H. BAKER DIRECTORS THOMAS H. w ALBRIDG!'; WILLIAM A. GOSLIN>: GEORGE H. BECKWITH of these soldiers are buried where the courthouse now stands. WALTER A. EVERSMAN MRS. J AM!';S BENTL>:Y WILLIAM F. BROER { RICHARD D. LOGAN BLAKE-MOR!'; GODWIN SILAS E. HURIN Wyandot County-Crawford's Burning. One-half mile northeast of here, on JULIAN H. TYLER June 11, 1782, the Indians burned Colonel Wm. Crawford at the stake, in reveng GEORG£ D. WELLES \VALTER J. SHERMAN for the brutal massacre of the Christian Moravian Indians. BULLETIN No. 1 JANUARY, 1932 The Story of Pontiac's War, 17 63-4 By Harvey Wilson Compton Superintendent of Toledo Public Schools, 1886-1897-Died 1916 Copyrillht 1932-Mrs. Nettle G. Compton FIRST PRINTING The long and bloody struggle between the French and English was at last nded.