Quartering of Soldiers in Colonial America: What Really Happened?
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The Fourteenth Colony: Florida and the American Revolution in the South
THE FOURTEENTH COLONY: FLORIDA AND THE AMERICAN REVOLUTION IN THE SOUTH By ROGER C. SMITH A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA 2011 1 © 2011 Roger C. Smith 2 To my mother, who generated my fascination for all things historical 3 ACKNOWLEDGMENTS I would like to thank Jon Sensbach and Jessica Harland-Jacobs for their patience and edification throughout the entire writing process. I would also like to thank Ida Altman, Jack Davis, and Richmond Brown for holding my feet to the path and making me a better historian. I owe a special debt to Jim Cusack, John Nemmers, and the rest of the staff at the P.K. Yonge Library of Florida History and Special Collections at the University of Florida for introducing me to this topic and allowing me the freedom to haunt their facilities and guide me through so many stages of my research. I would be sorely remiss if I did not thank Steve Noll for his efforts in promoting the University of Florida’s history honors program, Phi Alpha Theta; without which I may never have met Jim Cusick. Most recently I have been humbled by the outpouring of appreciation and friendship from the wonderful people of St. Augustine, Florida, particularly the National Association of Colonial Dames, the ladies of the Women’s Exchange, and my colleagues at the St. Augustine Lighthouse and Museum and the First America Foundation, who have all become cherished advocates of this project. -
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. -
A New Jersey Haven for Some Acculturated Lenape of Pennsylvania During the Indian Wars of the 1760S
322- A New Jersey Haven for Some Acculturated Lenape of Pennsylvania During the Indian Wars of the 1760s Marshall Joseph Becker West Chester University INTRODUCTION Accounts of Indian depredations are as old as the colonization of the New World, but examples of concerted assistance to Native Americans are few. Particu- larly uncommon are cases in which whites extended aid to Native Americans dur- ing periods when violent conflicts were ongoing and threatening large areas of the moving frontier. Two important examples of help being extended by the citizens of Pennsyl- vania and NewJersey to Native Americans of varied backgrounds who were fleeing from the trouble-wracked Pennsylvania colony took place during the period of the bitter Indian wars of the 1760s. The less successful example, the thwarted flight of the Moravian converts from the Forks of Delaware in Pennsylvania and their attempted passage through New Jersey, is summarized here in the appendices. The second and more successful case involved a little known cohort of Lenape from Chester County, Pennsylvania. These people had separated from their native kin by the 1730s and taken up permanent residence among colonial farmers. Dur- ing the time of turmoil for Pennsylvanians of Indian origin in the 1760s, this group of Lenape lived for seven years among the citizens of NewJersey. These cases shed light on the process of acculturation of Native American peoples in the colonies and also on the degree to which officials of the Jersey colony created a relatively secure environment for all the people of this area. They also provide insights into differences among various Native American groups as well as between traditionalists and acculturated members of the same group.' ANTI-NATIVE SENTIMENT IN THE 1760S The common English name for the Seven Years War (1755-1763), the "French and Indian War," reflects the ethnic alignments and generalized prejudices reflected in the New World manifestations of this conflict. -
Empire Under Strain 1770-1775
The Empire Under Strain, Part II by Alan Brinkley This reading is excerpted from Chapter Four of Brinkley’s American History: A Survey (12th ed.). I wrote the footnotes. If you use the questions below to guide your note taking (which is a good idea), please be aware that several of the questions have multiple answers. Study Questions 1. How did changing ideas about the nature of government encourage some Americans to support changing the relationship between Britain and the 13 colonies? 2. Why did Americans insist on “no taxation without representation,” and why did Britain’s leaders find this request laughable? 3. After a quiet period, the Tea Act caused tensions between Americans and Britain to rise again. Why? 4. How did Americans resist the Tea Act, and why was this resistance important? (And there is more to this answer than just the tea party.) 5. What were the “Intolerable” Acts, and why did they backfire on Britain? 6. As colonists began to reject British rule, what political institutions took Britain’s place? What did they do? 7. Why was the First Continental Congress significant to the coming of the American Revolution? The Philosophy of Revolt Although a superficial calm settled on the colonies for approximately three years after the Boston Massacre, the crises of the 1760s had helped arouse enduring ideological challenges to England and had produced powerful instruments for publicizing colonial grievances.1 Gradually a political outlook gained a following in America that would ultimately serve to justify revolt. The ideas that would support the Revolution emerged from many sources. -
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. -
Chronology of the American Revolution
INTRODUCTION One of the missions of The Friends of Valley Forge Park is the promotion of our historical heritage so that the spirit of what took place over two hundred years ago continues to inspire both current and future generations of all people. It is with great pleasure and satisfaction that we are able to offer to the public this chronology of events of The American Revolution. While a simple listing of facts, it is the hope that it will instill in some the desire to dig a little deeper into the fascinating stories underlying the events presented. The following pages were compiled over a three year period with text taken from many sources, including the internet, reference books, tapes and many other available resources. A bibliography of source material is listed at the end of the book. This publication is the result of the dedication, time and effort of Mr. Frank Resavy, a long time volunteer at Valley Forge National Historical Park and a member of The Friends of Valley Forge Park. As with most efforts of this magnitude, a little help from friends is invaluable. Frank and The Friends are enormously grateful for the generous support that he received from the staff and volunteers at Valley Forge National Park as well as the education committee of The Friends of Valley Forge Park. Don R Naimoli Chairman The Friends of Valley Forge Park ************** The Friends of Valley Forge Park, through and with its members, seeks to: Preserve…the past Conserve…for the future Enjoy…today Please join with us and help share in the stewardship of Valley Forge National Park. -
The Federal Constitution and Massachusetts Ratification : A
, 11l""t,... \e ,--.· ', Ir \" ,:> � c.'�. ,., Go'.l[f"r•r•r-,,y 'i!i • h,. I. ,...,,"'P�r"'T'" ""J> \S'o ·� � C ..., ,' l v'I THE FEDERAL CONSTlTUTlON \\j\'\ .. '-1',. ANV /JASSACHUSETTS RATlFlCATlON \\r,-,\\5v -------------------------------------- . > .i . JUN 9 � 1988 V) \'\..J•, ''"'•• . ,-· �. J ,,.._..)i.�v\,\ ·::- (;J)''J -�·. '-,;I\ . � '" - V'-'� -- - V) A TEACHING KIT PREPAREV BY � -r THE COIJMOMVEALTH M,(SEUM ANV THE /JASSACHUSETTS ARCHIVES AT COLUM.BIA POINf ]') � ' I � Re6outee Matetial6 6ot Edueatot6 and {I · -f\ 066ieial& 6ot the Bieentennial 06 the v-1 U.S. Con&titution, with an empha6i& on Ma&&aehu&ett6 Rati6ieation, eontaining: -- *Ma66aehu6ett& Timeline *Atehival Voeument6 on Ma&&aehu&ett& Rati6ieation Convention 1. Govetnot Haneoek'6 Me&6age. �����4Y:t4���� 2. Genetal Coutt Re6olve& te C.U-- · .....1. *. Choo6ing Velegate& 6ot I\) Rati6ieation Convention. 0- 0) 3. Town6 &end Velegate Name&. 0) C 4. Li6t 06 Velegate& by County. CJ) 0 CJ> c.u-- l> S. Haneoek Eleeted Pte6ident. --..J s:: 6. Lettet 6tom Elbtidge Getty. � _:r 7. Chatge6 06 Velegate Btibety. --..J C/)::0 . ' & & • o- 8 Hane oe k Pt op o 6e d Amen dme nt CX) - -j � 9. Final Vote on Con&titution --- and Ptopo6ed Amenwnent6. Published by the --..J-=--- * *Clue6 to Loeal Hi&toty Officeof the Massachusetts Secretary of State *Teaehing Matetial6 Michaelj, Connolly, Secretary 9/17/87 < COMMONWEALTH OF MASSACHUSETTS !f1Rl!j OFFICE OF THE SECRETARY OF STATE CONSTITUTtON Michael J. Connolly, Secretary The Commonwealth Museum and the Massachusetts Columbia Point RATIFICATION OF THE U.S. CONSTITUTION MASSACHUSETTS TIME LINE 1778 Constitution establishing the "State of �assachusetts Bay" is overwhelmingly rejected by the voters, in part because it lacks a bill of rights. -
Leisure Activities in the Colonial Era
PUBLISHED BY THE PAUL REVERE MEMORIAL ASSOCIATION SPRING 2016 ISSUE NO. 122 Leisure Activities in The Colonial Era BY LINDSAY FORECAST daily tasks. “Girls were typically trained in the domestic arts by their mothers. At an early age they might mimic the house- The amount of time devoted to leisure, whether defined as keeping chores of their mothers and older sisters until they recreation, sport, or play, depends on the time available after were permitted to participate actively.” productive work is completed and the value placed on such pursuits at any given moment in time. There is no doubt that from the late 1600s to the mid-1850s, less time was devoted to pure leisure than today. The reasons for this are many – from the length of each day, the time needed for both routine and complex tasks, and religious beliefs about keeping busy with useful work. There is evidence that men, women, and children did pursue leisure activities when they had the chance, but there was just less time available. Toys and descriptions of children’s games survive as does information about card games, dancing, and festivals. Depending on the social standing of the individual and where they lived, what leisure people had was spent in different ways. Activities ranged from the traditional sewing and cooking, to community wide events like house- and barn-raisings. Men had a few more opportunities for what we might call leisure activities but even these were tied closely to home and business. Men in particular might spend time in taverns, where they could catch up on the latest news and, in the 1760s and 1770s, get involved in politics. -
Revolution Overview
*British debt after the French and Indian War *Tax acts passed by Great Britain angered many colonists and “no taxation without representation” became a rallying cry. *Boston Massacre Boston Massacre Boston Tea Party *Boston Tea Party Lexington and Concord *Battles of Lexington and Concord *Battle of Bunker Hill Battle of Bunker Hill *Declaration of Independence Too Late to Apologize Song Tories like me are sometimes called Loyalists because we remain loyal to Great Britain and don’t support independence. Patriots like me want independence from Great Britain! *The Congress met in Philadelphia during the war as the acting national government *Relied on states to send contributions to pay for military supplies and soldiers’ wages *Issued paper money, but it I am honored to be chosen as the was worthless commander of the colonial *In 1778, it army. May I have some money to pay formalized an my men and buy alliance with supplies? France George Washington Becomes Army Commander Video *Largest navy in the world *Professional soldiers *Had the infrastructure to produce weapons and supplies *Fighting a war across the Atlantic Ocean *Common for soldiers to desert *Fighting in unfamiliar territory *Determination to win *Knew the land (home field advantage) *Inexperienced military *Politically disorganized George King George III *George Washington Washington *King George III *Baron von *Charles Cornwallis Baron von Cornwallis Steuben Steuben *Marquis de *William Howe Lafayette Lafayette *John Burgoyne *Horatio Gates *Thomas Gage *Nathanael *Joseph Brant Nathanael Joseph Brant Greene Greene *Ethan Allen *Nathan Hale *Benedict Nathan Hale Arnold Benedict Arnold *BATTLE OF TRENTON (Dec. 26, 1776) - Washington’s surprise attack on the British hired Hessian soldiers was an American victory that boosted morale, the Americans then wintered in Valley Forge, Pennsylvania Battle of Trenton *BATTLE OF SARATOGA (Sept. -
People: Misc: Sir Thomas Gage (Role in Revolution) Continental Congress (Date, Purpose) Paul Revere (Role in Revolution) M
People: Misc: Sir Thomas Gage (role in revolution) Continental Congress (date, purpose) Paul Revere (role in revolution) Militia (purpose) George Washington (role in revolution) Second Continental Congress (date,purpose) Loyalist (define) Common Sense Pamphlet (date, purpose) Patriot (define) Battles: Lexington and Concord (what happened, explain significance) Bunker Hill (what happened, explain significance) British Both Colonists Sir Thomas Gage Lexington and Concord Continental Congress ● commander of British troops in ● April 19, 1775 ● September, 1774 Boston ● 70 minutemen were waiting for the ● 55 men came together to establish ● instructed to take away the British - the British killed 8 men a governmental body to represent weapons of the Massachusetts and continued on to Concord American interest and challenge militia and arrest the leaders ● The British destroyed the British control Loyalist remaining supplies of gunpowder Militia ● on Britain’s side - did not consider ● more militia met them along the ● citizens who became soldiers to get taxes unfair or good enough reason roads; wounding 174 and killing 73 ready in case of war to rebel redcoats Paul Revere ● This battle began the fighting; ● rode to Lexington to warn Samuel known as “the shot heard around Adams and John Hancock that the the world” British were coming after their The Battle of Bunker Hill store of ammunition ● June 16, 1775 Patriot ● 1,200 militiamen set up on Bunker ● fought against Britain; wanted Hill, British charged - but were independence pushed back -
Charleston Through the Eighteenth Century: Archaeology at the Heyward- Washington House Stable
Charleston through the Eighteenth Century: Archaeology at the Heyward- Washington House Stable By Martha A. Zierden And Elizabeth J. Reitz With contributions from John Jones John E. Fosse Bruce L. Manzano Prepared for The Charleston Museum Archaeological Contributions 39 The Charleston Museum May 2007 ii Table of Contents Chapter I: Introduction . 1 Introduction . 1 Previous Research . 3 Role of the Present Project . 4 Research Issues . 5 Chapter II: Historical Development . 11 The Settling of Charles Town . 11 Development of the Heyward-Washington Property . 13 The Revolutionary Era . 15 The Heyward Property before and after the Revolution . 17 Agricultural Prosperity . 22 The Civil War . 25 Church Street in the 19th Century . 27 Chapter III: Fieldwork . 29 Fieldwork . 29 Description of Excavated Proveniences . 30 Construction Monitoring . 40 Features from the 1970s Project . 45 Chapter IV: Material Culture . 49 Laboratory Methods . 49 Analysis . 50 1730-1740: John Milner, Gunsmith . 52 1740-1760s: the 1740 Fire and John Milner Jr. 59 1770-1820: the Heyward and Grimke periods . 68 Late 19th century Assemblage . 76 Materials from the 1970s excavations . 81 Chapter V: Interpretation of the Site . 93 Site Formation Processes . 94 Construction and Evolution of the Stable . 98 The late Colonial Landscape . 101 The early Landscape . 111 Chapter VI: Interpretation of the Artifacts . 115 Temporal Analysis . 115 Refinement and the Consumer Revolution . 127 Chapter VII: Interpretation of the Animals . 133 Animal Remains from the Heyward-Washington Stable . 133 iii Animal Use and the Urban Environment . 152 References . 169 Appendicies I. Data tables, Animal Remains from the Heyward Washington Stable . 201 Elizabeth J. Reitz and Carol Colaninno II. -
Wars of Empire
hsus_te_ch03_na_s04_s.fm Page 85 Tuesday, May 15, 2007 10:41 AM WITNESS HISTORY AUDIO Rogers’ Rangers Step-by-Step The struggle for territory between England and France in North America broke into open conflict during the French and Indian SECTION Instruction War. From 1754 to 1763, the region between the Ohio Valley and Canada became a battlefield. To help win the war, England SECTION authorized units of Rangers—groups of colonial militiamen who served as scouts and soldiers—to aid English Crown soldiers. Rogers’ Rangers, led by Robert Rogers of New Objectives Hampshire, became famous for including Indians and freed As you teach this section, keep students slaves in its ranks and for its unusual but highly effective focused on the following objectives to help tactics. As Rogers explained, his goals were: them answer the Section Focus Question and “. from time to time, to use my best endeavours to distress master core content. the French and their allies, by sacking, burning, and destroying • Describe the causes and major events of their houses, barns, barracks, canoes,... and by killing their the French and Indian War. cattle . and at all times to endeavor to way-lay, attack and destroy their convoys of provisions by land and water, in any • Analyze the causes and effects of Pon- part of the country where I could find them.” tiac’s Rebellion. —Robert Rogers, 1756 • Summarize how the wars and their out- comes changed the relationship between ᮡ Robert Rogers Britain and the colonies. ᮡ Rogers’ Rangers Wars of Empire Prepare to Read Background Knowledge L3 Objectives Why It Matters Conflict between the great European empires Remind students that Britain, Spain, • Describe the causes and major events of the spread to the American colonies throughout the late seventeenth and and France were economic and political French and Indian War.