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Going on the Account: Examining Golden Age Pirates As a Distinct
GOING ON THE ACCOUNT: EXAMINING GOLDEN AGE PIRATES AS A DISTINCT CULTURE THROUGH ARTIFACT PATTERNING by Courtney E. Page December, 2014 Director of Thesis: Dr. Charles R. Ewen Major Department: Anthropology Pirates of the Golden Age (1650-1726) have become the stuff of legend. The way they looked and acted has been variously recorded through the centuries, slowly morphing them into the pirates of today’s fiction. Yet, many of the behaviors that create these images do not preserve in the archaeological environment and are just not good indicators of a pirate. Piracy is an illegal act and as a physical activity, does not survive directly in the archaeological record, making it difficult to study pirates as a distinct maritime culture. This thesis examines the use of artifact patterning to illuminate behavioral differences between pirates and other sailors. A framework for a model reflecting the patterns of artifacts found on pirate shipwrecks is presented. Artifacts from two early eighteenth century British pirate wrecks, Queen Anne’s Revenge (1718) and Whydah (1717) were categorized into five groups reflecting behavior onboard the ship, and frequencies for each group within each assemblage were obtained. The same was done for a British Naval vessel, HMS Invincible (1758), and a merchant vessel, the slaver Henrietta Marie (1699) for comparative purposes. There are not enough data at this time to predict a “pirate pattern” for identifying pirates archaeologically, and many uncontrollable factors negatively impact the data that are available, making a study of artifact frequencies difficult. This research does, however, help to reveal avenues of further study for describing this intriguing sub-culture. -
People of the Dawnland and the Enduring Pursuit of a Native Atlantic World
UNIVERSITY OF OKLAHOMA GRADUATE COLLEGE “THE SEA OF TROUBLE WE ARE SWIMMING IN”: PEOPLE OF THE DAWNLAND AND THE ENDURING PURSUIT OF A NATIVE ATLANTIC WORLD A DISSERTATION SUBMITTED TO THE GRADUATE FACULTY in partial fulfillment of the requirements for the Degree of DOCTOR OF PHILOSOPHY By MATTHEW R. BAHAR Norman, Oklahoma 2012 “THE SEA OF TROUBLE WE ARE SWIMMING IN”: PEOPLE OF THE DAWNLAND AND THE ENDURING PURSUIT OF A NATIVE ATLANTIC WORLD A DISSERTATION APPROVED FOR THE DEPARTMENT OF HISTORY BY ______________________________ Dr. Joshua A. Piker, Chair ______________________________ Dr. Catherine E. Kelly ______________________________ Dr. James S. Hart, Jr. ______________________________ Dr. Gary C. Anderson ______________________________ Dr. Karl H. Offen © Copyright by MATTHEW R. BAHAR 2012 All Rights Reserved. For Allison Acknowledgements Crafting this dissertation, like the overall experience of graduate school, occasionally left me adrift at sea. At other times it saw me stuck in the doldrums. Periodically I was tossed around by tempestuous waves. But two beacons always pointed me to quiet harbors where I gained valuable insights, developed new perspectives, and acquired new momentum. My advisor and mentor, Josh Piker, has been incredibly generous with his time, ideas, advice, and encouragement. His constructive critique of my thoughts, methodology, and writing (I never realized I was prone to so many split infinitives and unclear antecedents) was a tremendous help to a graduate student beginning his career. In more ways than he probably knows, he remains for me an exemplar of the professional historian I hope to become. And as a barbecue connoisseur, he is particularly worthy of deference and emulation. -
The 1711 Expedition to Quebec: Politics and the Limitations
THE 1711 EXPEDITION TO QUEBEC: POLITICS AND THE LIMITATIONS OF GLOBAL STRATEGY IN THE REIGN OF QUEEN ANNE ADAM JAMES LYONS A thesis submitted to the University of Birmingham for the degree of DOCTOR OF PHILOSOPHY Department of History School of History and Cultures College of Arts and Law University of Birmingham December 2010 University of Birmingham Research Archive e-theses repository This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. ABSTRACT To mark the 300th anniversary of the event in question, this thesis analyses the first British attempt to conquer the French colonial city of Quebec. The expedition was a product of the turbulent political environment that was evident towards the end of the reign of Queen Anne. Its failure has consequently proven to be detrimental to the reputations of the expedition‘s commanders, in particular Rear-Admiral Sir Hovenden Walker who was actually a competent and effective naval officer. True blame should lie with his political master, Secretary of State Henry St John, who ensured the expedition‘s failure by maintaining absolute control over it because of his obsession with keeping its objective a secret. -
Proquest Dissertations
THE IMPACT OF ILE ROYALE ON NEW ENGLAND 1713 - 1763 by Donald F. Chard LtMAA.Ci A thesis submitted to the School of Graduate Studies in partial fulfillment of the requirements for the degree of Ph.D. in History UNIVERSITY OF OTTAWA OTTAWA, CANADA, 1976 Chard, Ottawa, Canada, 1977 UMI Number: DC54008 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. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. UMI® UMI Microform DC54008 Copyright 2011 by ProQuest LLC All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. ProQuest LLC 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 TABLE OF CONTENTS PAGE CHAPTER TABLE OF CONTENTS i TABLES AND MAPS ii ABBREVIATIONS iii NOTE ON DATES iv INTRODUCTION vi I. CANSO, 1710-1721: FOCAL POINT OF NEW ENGLAND- ILE ROYALE RIVALRY 1 II. PATTERNS OF TRADE, 1720-1744 34 III. THE LOUISBOURG EXPEDITION OF 1745 67 IV. VICTORY AT LOUISBOURG: ECONOMIC EXPECTATIONS AND REALIZATIONS, 1745-1748 103 V. THE BITTER FRUITS OF VICTORY: MILITARY AND SOCIAL REPERCUSSIONS OF THE 1745 ASSAULT ON LOUISBOURG 139 VI. IMPERIAL SUBSIDIES AND CURRENCY ADJUTSMENTS.. 168 VII. NEW ENGLAND'S ROLE IN THE ESTABLISHMENT OF HALIFAX AND THE DEVELOPMENT OF NOVA SCOTIA 1749-1755 188 VIII. -
RIVERS, ENERGY, and the REMAKING of COLONIAL NEW ENGLAND by ZACHARY M
FLOWING POWER: RIVERS, ENERGY, AND THE REMAKING OF COLONIAL NEW ENGLAND By ZACHARY M. BENNETT A dissertation submitted to the School of Graduate Studies Rutgers, The State University of New Jersey In partial fulfillment of the requirements For the degree of Doctor of Philosophy Graduate Program in History Written under the direction of James Delbourgo And approved by New Brunswick, New Jersey May, 2019 ABSTRACT OF THE DISSERTATION Flowing Power: Rivers, Energy, and the Remaking of Colonial New England by Zachary M. Bennett Dissertation Director: James Delbourgo This dissertation considers how river energy was a source of authority in colonial New England. The caloric, kinetic, and mechanical energy people derived from rivers was necessary for survival in New England’s forbidding environment. During the initial stages of colonization, both Europeans and Indians struggled to secure strategic positions on waterways because they were the only routes capable of accommodating trade from the coast to the interior. European and Native peoples came into conflict by the late seventeenth century as they overextended the resource base. Exerting dominion in the ensuing wars on New England’s frontiers was directly tied to securing strategic river spaces since the masters of these places determined the flow of communication and food for the surrounding territory. Following British military conquest, colonists aggressively dammed rivers to satisfy the energy demands of their growing population. These dams eviscerated fish runs, shunting access to waterpower away from Native Americans and yeoman farmers. The transformation of New England’s hydrology was a critical factor in the dispossession indigenous peoples before the Revolution and essential in laying the legal groundwork for the region’s industrial future. -
Read the December 2017 Newsletter
The Midcoast Inquirer Newsletter of Midcoast Senior College December 2017, Volume 13, No 1 Reflecting Back and Looking Ahead Founders Award The year 2018 marks Midcoast Senior College’s eigh- The Wheeler-Thompson award, presented annually teenth year of providing non-credit academic courses - tions to the organization over the years, went in 2017 to continue their lifelong learning. MSC founders Jack formerto a member MSC president of MSC who Mark has C. made Smith. significant contribu Thompsonand other educational and Nancy Wheelerevents for were people true over visionaries. fifty to Mark Smith has been a longstanding member and The holiday season is an appropriate occasion to contributor to MSC, where he served as president (2009-13) and, in the words of one recommender, “man- to look ahead – to anticipate the challenges and oppor- aged the evolution of the College from a ‘mom & pop’ tunitiesreflect upon of a newour pastyear. successes. Our mission Even remains: more, it’sto sustaina time organization to one with academic rigor.” He played an educational institution that helps people continue lifelong learning. Bath to Brunswick. Mark also chaired the committee on The results of the past year support my belief that thea key transition role in the to moveindependent of offices stature and classrooms and created from the Midcoast Senior College is well prepared to meet fu- Wheeler-Thompson Award. He graduated from Wil- ture challenges. More courses were offered, and more liams College in 1963 students took courses, during the spring and fall semes- and received advanced ters than ever before. MSC Bylaws were reviewed and degrees from Harvard updated by the Policy Committee and approved by the and Columbia universi- board. -
Grades 3-5 Unit Plan
CAPE COD'S LEGENDARY SHIPWRECK History, Science, and Language Arts Grades Level 3-5 Did you know there's a real pirate ship buried right off Cape Cod's coastline? Yes, it's true! The vessel is called The Whydah Gally and her adventure is not a myth. The former London slave ship was captured by the Pirate Prince, "Black Sam" Bellamy, and his crew over three hundred years ago. Then on the night of April 26, 1717, the Whydah wrecked on the Cape Cod coastline during a powerful storm. Centuries later, thanks to advances in science and technology, as well as in-depth historical research, the shipwreck was discovered in the summer of 1984. To this day, artifacts from the Whydah are still being unearthed by divers and archaeologists. Get ready to learn the fascinating story of an actual Caribbean pirate ship and her discovery centuries later! Whydah Pirate Museum, Cape Cod's Legendary Shipwreck (Unit Plan), ©2017 1 MISSION STATEMENT This unit plan has been designed to use the true story of The Whydah Gally to teach upper-elementary school students skills and standards in history, science, and language arts. While each lesson plan can function independently, as a multi-lesson exercise the entire unit illustrates how multiple academic disciplines can work together. During these lessons, students explore local history and bits of related folklore through a reading comprehension and oral narration exercise. Straightforward physics and chemistry experiments demonstrate how a scientific understanding of natural processes helps uncover and conserve the past. Activities in geography, demographics, and economics illustrate the larger forces that impacted and influenced the central characters of the Whydah's chronicle. -
LESSON THREE: Captain Southack's Map, 1717
LESSON THREE: Captain Southack’s Map, 1717 DURATION 45 - 60 minutes OVERVIEW Students will analyze Cyprian Southack's map of eastern Massachusetts and identify familiar locations and geographical features. SKILLS AND LEARNING STANDARDS The following concepts, skills, and learning standards are addressed: 3-CS-5. Describe the difference between a contemporary map of their city or town and the map of their city or town in the 18th, 19th, or early 20th century. (H, G) ©2020 SHIPWRECK CENTER | 311 Stony Brook Road Brewster, MA 02631 | www.shipwreckcenter.org 4-CS-1. Use map and globe skills to determine absolute locations (latitude and longitude) of places studied. (G) 4-CS-2. Interpret a map using information from its title, compass rose, scale, and legend. (G) 5-CS-4. Use maps and globes to identify absolute locations (latitude and longitude). (G) LS-3.1. On a map of the United States, locate the New England states (Connecticut, Rhode Island, Massachusetts, Vermont, New Hampshire, Maine) and the Atlantic Ocean. On a map of Massachusetts, locate major cities and towns, Cape Ann, Cape Cod, the Connecticut River, the Merrimack River, the Charles River, and the Berkshire Hills.(G) LS-3.8. On a map of Massachusetts, locate the class’s home town or city and its local geographic features and landmarks. (G) LS-3.9. Identify historic buildings, monuments, or sites in the area and explain their purpose and significance. (H, C) ESSENTIAL QUESTIONS Why are primary sources critical to the study of past events? OBJECTIVES By the conclusion of the lesson students will be able to: ● Interpret basic map features and chart a course using cardinal directions, longitude and latitude. -
Erasing Boundaries and Redrawing Lines: the Transition from Port Royal to Annapolis Royal, 1700-1713
Erasing Boundaries and Redrawing Lines: The Transition from Port Royal to Annapolis Royal, 1700-1713 by Carli LaPierre Submitted in partial fulfillment of the requirements for the degree of Master of Arts at Dalhousie University Halifax, Nova Scotia December 2019 © Copyright by Carli LaPierre, 2019 To all the helping hands along the way. ii Table of Contents List of Figures ......................................................................................................................... iv Abstract .................................................................................................................................. vii Acknowledgements .............................................................................................................. viii Chapter One: Introduction .................................................................................................... 1 Chapter Two: Defining Lines: Port Royal in the Early Eighteenth Century ................. 12 2.1: The Acadians at Port Royal ...................................................................................... 12 2.2: The French State in Acadia ...................................................................................... 18 2.3: Jean De Labat’s Port Royal ...................................................................................... 20 2.4: Conclusion .................................................................................................................. 43 Chapter Three: Erasing Boundaries: The British Conquest of -
Grade 5 History Curriculum and Education Guide
GRADE 5 HISTORY CURRICULUM AND EDUCATION GUIDE Fifth grade learning standards connect best with the museum's resources pertaining to transatlantic trade, the "Middle Passage", maritime commerce and Caribbean colonization. Many fifth grade learning standards are closely or tangentially related to world in which the Whydah's journey takes place. The "Golden Age of Piracy" unsurprisingly coincides with the "Golden Age of Sail." The political, social, and religious forces that influenced 18th century life grew out of the preceding era's soil of exploration, colonization, early globalization, and human subjugation. Classrooms discussing European maritime expeditions of the 15th and 16th centuries or the pre-Colombian civilizations of the West Indies can examine how the events they are studying connect to and impact the world of 1717. Museum resources provide detailed and poignant accounts of slave ship design, slave auctions and life aboard a slaver. This information may be particularly useful for students studying the establishment and growth of slavery in the Americas. Grade 5 Concepts and Skills The Whydah Pirate Museum's exhibits and the Center’s resources are most closely aligned with the following Grade Five learning standards: ■ BOLD indicates strong connection to the concept and/or direct application in a lesson plan HISTORY AND GEOGRAPHY ©2020 SHIPWRECK CENTER | 311 Stony Brook Road Brewster, MA 02631 | www.shipwreckcenter.org 1. Identify different ways of dating historical narratives (17th century, seventeenth century, 1600s, colonial period). (H) 2. Interpret timelines of events studied. (H) 3. Observe and identify details in cartoons, photographs, charts, and graphs relating to an historical narrative. (H, E, C) 4. -
The New England Historical and Genealogical Register
Consolidated Contents of The New England Historical and Genealogical Register Volumes 1-175; January, 1847 - Spring, 2021 Compiled by, and Copyright © 2005-2021 by Dale H. Cook This file is for personal non-commercial use only. If you are not reading this material directly from plymouthcolony,net, the site you are looking at is guilty of copyright infringement. Please contact legal@plymouthcolony,net so that legal action can be undertaken. Any commercial site using or displaying any of my files or web pages without my express written permission will be charged a royalty rate of $1000.00 US per day for each file or web page used or displayed. [email protected] Revised August 13, 2021 This file lists Register articles from Volume 1 (1847) to date, as well as all articles reprinted in fifteen volumes published by Genealogical Publishing Company. Those volumes, selected and introduced by Gary Boyd Roberts, are: Mayflower Source Records (1986) (MSR) Genealogies of Mayflower Families, 3 volumes (1985) (GMF) English Origins of New England Families, First Series, 3 volumes (1984) (EONEF1) English Origins of New England Families, Second Series, 3 volumes (1985) (EONEF2) Genealogies of Connecticut Families, 3 volumes (1983) (GenCTF) Genealogies of Rhode Island Families, 2 volumes (1989) (GenRIF) The abbreviations in parentheses above are used in the file to indicate the volume in which an article or series was reprinted. A few articles appear in two different series of volumes. All of the GPC volumes have been released on CD-ROMs, which are now out of print. MSR and GMF are on Family Tree Maker's Family Archives CD#171: Genealogies of Mayflower Families, 1500s-1800s, EONEF1 and EONEF2 on their CD#181: English Origins of New England Families, 1500s-1800s, GenCTF on their CD#179: Connecticut Genealogies #1, 1600s-1800s, and GenRIF on their CD#180: Rhode Island Genealogies #1, 1600s-1800s. -
Captain Sam Bellamy and the Whydah: the Fateful Decisions That Brought Spanish 1715-Fleet Treasure to the Shores of Cape Cod by Daniel Frank Sedwick
Captain Sam Bellamy and the Whydah: The Fateful Decisions that Brought Spanish 1715-Fleet Treasure to the Shores of Cape Cod by Daniel Frank Sedwick Born in England in 1689, Samuel Bellamy became a sailor early in life and fought for the Royal Navy during Queen Anne’s War (War of Spanish Succession). Like so many other sailors, he was at loose ends after the war, so he decided to go to Cape Cod, probably to seek employment, in the spring of 1715. In July of that same year, the Spanish lost an immeasurable fortune in the 1715 Fleet disaster, wherein many thousands of coins and ingots from Mexico, Peru and Colombia went to the reefs and shores of eastern Florida in a hurricane. Such news was irresistible to an unemployed but experienced sailor like Bellamy, who soon formed a group of fellow adventurers to seek their fortunes chasing the treasures of the 1715 Fleet. This was his Fateful Decision #1. After the sinking of the Spanish 1715 Fleet on July 31, the survivors sent longboats to St. Augustine and Havana to obtain relief. Just two weeks later the Spanish launched a rescue and salvage operation that continued into the year 1718. Without proper defenses, however, the salvage sites were sitting ducks for fortune-seekers, and news quickly spread to the two biggest Caribbean privateers of that time, Henry Jennings of Jamaica and Benjamin Hornigold of the Bahamas. It was not long before both of these famous pirates met Sam Bellamy. Bellamy, along with his chief financial backer and second-in-command, the New Englander Paulsgrave Williams, arrived on the east coast of Florida to find that the Spanish had already begun salvage work and the treasure was not simply there for the taking as they had thought.