The Capture of Fort Ticonderoga, Ethan Allen and Benedict Arnold Are Engaged in a Heated Contest to See Who Would Ultimately Take Com- Mand of the Captured Fort
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Delegates to the Continental Congress from South Carolina, 177 4-1789, with Sketches of the Four Who Signed the Declaration of Independence
Bulletins of the Historical Commission of South Carolina.-No. 9 ~-~~)~~ ~~. Delegates to the Continentaf' Congress from South Carolina, 1774-1789, With Sketches of the Four Who Signed the Declaration of Independence. By A. S. SALLEY, Jr. Secretary of the Commission Printed for the Commission by The State Company Columbia, S. C. 1927 Bulletins of the Historical Commission of South Carolina.- No. 9 Delegates to the Continental Congress from South Carolina, 177 4-1789, With Sketches of the Four Who Signed the Declaration of Independence. B y A. S. SALLEY, Jr. Secre ta ry of the Commission Printed for t he Commission by T he State Company Columbia. S. C. I 9 2 7 1774-1775. \Yhen the news of the blo c: kadino· o:f the port of Boston rea ·h ed Charles Town in June. 1774'. a convention of the people of outh Carolina wa s, on J~ un e 13, ea llcc1 2 to meet in Charles Town on th Gth of July. The co nvention met on the clay appointed and sat through the 8th. After adopting resolution · ·o t1flemn in g the British Parlia ment for closin g the port of Bo: ton, and ettinO' fo rth the right of Ameri ·an , the eo tll" ention adopted the foll o\\·ing resolution: 1m s oLv J ~ D , ~'hat H enry l\fid<ll cton , John J.tutl cclge, 'l' homas Lynch , C'lui - topher Gacl scl en and Etlwnrcl Hutl e <l~c , :JD ~ q r H . he and tll cy a r c hcrcb.r nominated n ncl appoiute <l :Deputies. -
The Time Trial of Benedict Arnold 1 National Museum of American History
The Time Trial of Benedict Arnold 1 National Museum of American History The Time Trial of Benedict Arnold Purpose By debating the legacy of Benedict Arnold, students will build reasoning and critical thinking skills and an understanding of the complexity of historical events and historical memory. Program Summary In this presentation, offered as a public program at the National Museum of American History from December 2010-April 2011, an actor portrays a fictionalized Benedict Arnold, hero and villain of the American Revolution. Arnold, in dialogue with an audience that is facilitated by an arbiter, discusses his notable actions at the Battle of Saratoga and at Valcour Island, as well as his decision to sell the plans for West Point to the British. At the conclusion of the program, audience members consider how history should remember Arnold, as a traitor, or as a hero. This set of materials is designed to provide you an opportunity to have a similar debate with your students. Included in this resource set are a full video of the program, to be used as preparation for the classroom activity, and Arnold’s conversation with the audience divided by theme, to be used with the resources offered below for your own Time Trial of Benedict Arnold. A full version of the program is available here. [https://vimeo.com/129257467] Grade levels 5-8 Time Three 45 minute periods National Standards National Center for History in the Schools: United States History Standards; Era 3: Revolution and the New Nation (1754-1820s); Standard 2: The impact of the American Revolution on politics, economy, and society Common Core Standards for Literacy in History and Social Studies: Speaking and Listening Standards Comprehension and Collaboration, standard 1: Grades 6-8: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on grade level topics, texts, and issues, building on others’ ideas and expressing their own clearly. -
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. -
030321 VLP Fort Ticonderoga
Fort Ticonderoga readies for new season LEE MANCHESTER, Lake Placid News TICONDEROGA — As countered a band of Mohawk Iro- name brought the eastern foothills American forces prepared this quois warriors, setting off the first of the Adirondack Mountains into week for a new war against Iraq, battle associated with the Euro- the territory worked by the voya- historians and educators in Ti- pean exploration and settlement geurs, the backwoods fur traders conderoga prepared for yet an- of the North Country. whose pelts enriched New other visitors’ season at the site of Champlain’s journey down France. Ticonderoga was the America’s first Revolutionary the lake which came to bear his southernmost outpost of the War victory: Fort Ticonderoga. A little over an hour’s drive from Lake Placid, Ticonderoga is situated — town, village and fort — in the far southeastern corner of Essex County, just a short stone’s throw across Lake Cham- plain from the Green Mountains of Vermont. Fort Ticonderoga is an abso- lute North Country “must see” — but to appreciate this historical gem, one must know its history. Two centuries of battle It was the two-mile “carry” up the La Chute River from Lake Champlain through Ticonderoga village to Lake George that gave the site its name, a Mohican word that means “land between the wa- ters.” Overlooking the water highway connecting the two lakes as well as the St. Lawrence and Hudson rivers, Ticonderoga’s strategic importance made it the frontier for centuries between competing cultures: first between the northern Abenaki and south- ern Mohawk natives, then be- tween French and English colo- nizers, and finally between royal- ists and patriots in the American Revolution. -
CHAINING the HUDSON the Fight for the River in the American Revolution
CHAINING THE HUDSON The fight for the river in the American Revolution COLN DI Chaining the Hudson Relic of the Great Chain, 1863. Look back into History & you 11 find the Newe improvers in the art of War has allways had the advantage of their Enemys. —Captain Daniel Joy to the Pennsylvania Committee of Safety, January 16, 1776 Preserve the Materials necessary to a particular and clear History of the American Revolution. They will yield uncommon Entertainment to the inquisitive and curious, and at the same time afford the most useful! and important Lessons not only to our own posterity, but to all succeeding Generations. Governor John Hancock to the Massachusetts House of Representatives, September 28, 1781. Chaining the Hudson The Fight for the River in the American Revolution LINCOLN DIAMANT Fordham University Press New York Copyright © 2004 Fordham University Press All rights reserved. No part of this publication may be reproduced, stored ii retrieval system, or transmitted in any form or by any means—electronic, mechanical, photocopy, recording, or any other—except for brief quotation: printed reviews, without the prior permission of the publisher. ISBN 0-8232-2339-6 Library of Congress Cataloging-in-Publication Data Diamant, Lincoln. Chaining the Hudson : the fight for the river in the American Revolution / Lincoln Diamant.—Fordham University Press ed. p. cm. Originally published: New York : Carol Pub. Group, 1994. Includes bibliographical references and index. ISBN 0-8232-2339-6 (pbk.) 1. New York (State)—History—Revolution, 1775-1783—Campaigns. 2. United States—History—Revolution, 1775-1783—Campaigns. 3. Hudson River Valley (N.Y. -
The Battle of Saratoga to the Paris Peace Treaty
1 Matt Gillespie 12/17/03 A&HW 4036 Unit: Colonial America and the American Revolution. Lesson: The Battle of Saratoga to the Paris Peace Treaty. AIM: Why was the American victory at the Saratoga Campaign important for the American Revolution? Goals/Objectives: 1. Given factual data about the Battle of Saratoga and the Battle of Yorktown, students will be able to describe the particular events of the battles and how the Americans were able to win each battle. 2. Students will be able to recognize and explain why the battles were significant in the context of the entire war. (For example, the Battle of Saratoga indirectly leads to French assistance.) 3. Students will be able to read and interpret a key political document, The Paris peace Treaty of 1783. 4. Students will investigate key turning points in US history and explain why these events are significant. Students will be able to make arguments as to why these two battles were turning points in American history. (NYS 1.4) 5. Given the information, students will understand their historical roots and be able to reconstruct the past. Students will be able to realize how victory in these battles enabled the paris Peace Treaty to come about. (NCSS II) Main Ideas: • The campaign consists of three major conflicts. 1) The Battle of Freeman’s farm. 2) Battle of Bennington. 3) Battle of Bemis Heights. • Battle of Bennington took place on Aug. 16-17th, 1777. Burgoyne sent out Baum to take American stores at Bennington. General Stark won. • Freeman’s farm was on Sept. -
Inquiry – Benedict Arnold
Inquiry – Benedict Arnold Hook discussion question: What is betrayal? The discussion must touch on themes of loyalty and trust. Other themes may include ethics and morality. Hook visual: Presentation formula Previous Unit: The Revolutionary War will be in progress. Saratoga (1777) should have been covered. This Unit: Narrative story to present a skeletal overview of the events. Then introduce the documents, to add “muscle” to the events. Next Unit: The Revolutionary War topic will continue and be brought to conclusion. Post-Lesson Discussion prompts 1. How should we go about weighing the good someone does against the bad? At what point is one (good/bad) not balanced by the other? 2. After the war, for what reasons might the British trust or not trust Benedict Arnold? 3. In the years following the war, America tried to get England to hand over Benedict Arnold to American authorities. Should the British give him up? Why yes/no? 4. One thing missing from the discussion of betrayal and loyalty is the concept of regret. How might this relate to Arnold, Washington and others, and by what means might it be expressed? 5. How likely (or not) would it be today for one of America’s top Generals to engage in a similar traitorous act? 6. To what extent would it matter if it is a General betraying the country or a civilian acting in a traitorous manner…should these be viewed in a similar light? 7. To what extent can a person be trusted again once they have already broken your trust? 8. -
The Impact of Weather on Armies During the American War of Independence, 1775-1781 Jonathan T
Florida State University Libraries Electronic Theses, Treatises and Dissertations The Graduate School 2011 The Force of Nature: The Impact of Weather on Armies during the American War of Independence, 1775-1781 Jonathan T. Engel Follow this and additional works at the FSU Digital Library. For more information, please contact [email protected] THE FLORIDA STATE UNIVERSITY COLLEGE OF ARTS AND SCIENCES THE FORCE OF NATURE: THE IMPACT OF WEATHER ON ARMIES DURING THE AMERICAN WAR OF INDEPENDENCE, 1775-1781 By JONATHAN T. ENGEL A Thesis submitted to the Department of History in partial fulfillment of the requirements for the degree of Master of Arts Degree Awarded: Spring Semester, 2011 The members of the committee approve the thesis of Jonathan T. Engel defended on March 18, 2011. __________________________________ Sally Hadden Professor Directing Thesis __________________________________ Kristine Harper Committee Member __________________________________ James Jones Committee Member The Graduate School has verified and approved the above-named committee members. ii This thesis is dedicated to the glory of God, who made the world and all things in it, and whose word calms storms. iii ACKNOWLEDGEMENTS Colonies may fight for political independence, but no human being can be truly independent, and I have benefitted tremendously from the support and aid of many people. My advisor, Professor Sally Hadden, has helped me understand the mysteries of graduate school, guided me through the process of earning an M.A., and offered valuable feedback as I worked on this project. I likewise thank Professors Kristine Harper and James Jones for serving on my committee and sharing their comments and insights. -
Environment and Culture in the Northeastern Americas During the American Revolution Daniel S
The University of Maine DigitalCommons@UMaine Electronic Theses and Dissertations Fogler Library Spring 5-11-2019 Navigating Wilderness and Borderland: Environment and Culture in the Northeastern Americas during the American Revolution Daniel S. Soucier University of Maine, [email protected] Follow this and additional works at: https://digitalcommons.library.umaine.edu/etd Part of the Canadian History Commons, Environmental Studies Commons, Military History Commons, Nature and Society Relations Commons, Other History Commons, and the United States History Commons Recommended Citation Soucier, Daniel S., "Navigating Wilderness and Borderland: Environment and Culture in the Northeastern Americas during the American Revolution" (2019). Electronic Theses and Dissertations. 2992. https://digitalcommons.library.umaine.edu/etd/2992 This Open-Access Thesis is brought to you for free and open access by DigitalCommons@UMaine. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of DigitalCommons@UMaine. For more information, please contact [email protected]. NAVIGATING WILDERNESS AND BORDERLAND: ENVIRONMENT AND CULTURE IN THE NORTHEASTERN AMERICAS DURING THE AMERICAN REVOLUTION By Daniel S. Soucier B.A. University of Maine, 2011 M.A. University of Maine, 2013 C.A.S. University of Maine, 2016 A THESIS Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy (in History) The Graduate School University of Maine May, 2019 Advisory Committee: Richard Judd, Professor Emeritus of History, Co-Adviser Liam Riordan, Professor of History, Co-Adviser Stephen Miller, Professor of History Jacques Ferland, Associate Professor of History Stephen Hornsby, Professor of Anthropology and Canadian Studies DISSERTATION ACCEPTANCE STATEMENT On behalf of the Graduate Committee for Daniel S. -
Founding Fathers" in American History Dissertations
EVOLVING OUR HEROES: AN ANALYSIS OF FOUNDERS AND "FOUNDING FATHERS" IN AMERICAN HISTORY DISSERTATIONS John M. Stawicki A Thesis Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS December 2019 Committee: Andrew Schocket, Advisor Ruth Herndon Scott Martin © 2019 John Stawicki All Rights Reserved iii ABSTRACT Andrew Schocket, Advisor This thesis studies scholarly memory of the American founders and “Founding Fathers” via inclusion in American dissertations. Using eighty-one semi-randomly and diversely selected founders as case subjects to examine and trace how individual, group, and collective founder interest evolved over time, this thesis uniquely analyzes 20th and 21st Century Revolutionary American scholarship on the founders by dividing it five distinct periods, with the most recent period coinciding with “founders chic.” Using data analysis and topic modeling, this thesis engages three primary historiographic questions: What founders are most prevalent in Revolutionary scholarship? Are social, cultural, and “from below” histories increasing? And if said histories are increasing, are the “New Founders,” individuals only recently considered vital to the era, posited by these histories outnumbering the Top Seven Founders (George Washington, Thomas Jefferson, John Adams, James Madison, Alexander Hamilton, Benjamin Franklin, and Thomas Paine) in founder scholarship? The thesis concludes that the Top Seven Founders have always dominated founder dissertation scholarship, that social, cultural, and “from below” histories are increasing, and that social categorical and “New Founder” histories are steadily increasing as Top Seven Founder studies are slowly decreasing, trends that may shift the Revolutionary America field away from the Top Seven Founders in future years, but is not yet significantly doing so. -
The Revolution Part 7 Guide.Pdf
THE HISTORY CHANNEL® PRESENTS The Revolution: Treason and Betrayal Part 7 of a 13 part original series The American Revolution laid the foundation for the success of the United States, yet the viability of the nation was not always imminent and the quest for liberty was no simple endeavor. As the Colonists found themselves becoming increasingly independent, the fiercest and most powerful army in the world stood between them and a free, independent, sovereign America. Small skirmishes between colonists and representatives of the British throne escalated in 1775. In order to pacify what he viewed as a small rebellion, the King sent a contingent of Red Coats from the seemingly omnipotent British Army across the Atlantic Ocean. However, as the days and months progressed, the Red Coats, their military leaders and King George III himself eventually realized the ferocity, courage and collective will of the colonists they faced. The Revolution: Treason and Betrayal begins on July 4th, 1778, the second anniversary of the Declaration of Independence and a day of celebration for the Continental soldiers. Having proven their mettle at the Battle of Monmouth, the soldiers and their general, George Washington, have a renewed sense of confidence. The following year, however, will test the strength and patience of this army. Rumors of treason, the added threat of the Iroquois Nation, and the failure of the French Fleet to successfully reach the Colonies all serve to weaken the Continental Army. How will Washington maintain morale and recruit new soldiers against this adversity? Curriculum Links The Revolution: Treason and Betrayal would be useful for high school and middle school classes on United States History, Military History, European History, and Colonial History. -
William Marsh, 'A Rather Shadowy Figure
William Marsh, ‘a rather shadowy figure,’ crossed boundaries both national and political Vermont holds a unique but little-known place in eighteenth-century American and Canadian history. During the 1770s William Marsh and many others who had migrated from Connecticut and Massachusetts to take up lands granted by New Hampshire Governor Benning Wentworth, faced severe chal- lenges to their land titles because New York also claimed the area between the Connecticut and Hudson rivers, known as “the New Hampshire Grants.” New York’s aggressive pursuit of its claims generated strong political tensions and an- imosity. When the American Revolution began, the settlers on the Grants joined the patriot cause, expecting that a new national regime would counter New York and recognize their titles. During the war the American Continental Congress declined to deal with the New Hampshire settlers’ claims. When the Grants settlers then proposed to become a state separate from New York, the Congress denied them separate status. As a consequence, the New Hampshire grantees declared independence in 1777 and in 1778 constituted themselves as an independent republic named Vermont, which existed until 1791 when it became the 14th state in the Ameri- can Union. Most of the creators of Vermont played out their roles, and their lives ended in obscurity. Americans remember Ethan Allen and his Green Mountain Boys and their military actions early in the Revolution. But Allen was a British captive during the critical years of Vermont’s formation, 1775-1778. A few oth- ers, some of them later Loyalists, laid the foundations for Vermont’s recognition and stability.