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Formation of the Corps of Engineers
Formation of the U.S. Corps of Engineers Father of the Corps of Engineers At age 16 he was engaged by Lord Fairfax as a surveyor’s helper to survey 1.5 million acres of the Northern Neck of Virginia, which extended into the Shenandoah Valley At 17 he began surveying lots in Alexandria for pay, and became surveyor of Culpepper County later that summer. At age 21 he was given a major’s commission and made Adjutant of Southern Virginia. Six months later he led the first of three English expeditions into the Ohio Valley to initially parlay, then fight the French. Few individuals had a better appreciation of the Allegheny Mountains and the general character of all the lands comprising the American Colonies First Engineer Action Battle of Bunker Hill in Boston in 1775 Washington’s First Chief Engineer In 1775 Putnam entered the Continental Army as a lieutenant colonel. He was involved in the organization of the batteries and fortifications in Boston and New York City in 1776 and 1777, serving as Washington’s first chief Engineer. He went on to greater successes commanding a regiment under General Horatio Gates at the Battle of Saratoga in September 1777. He built new fortifications at West Point in 1778 and in 1779 he served under General Anthony Wayne. He was promoted to brigadier general four years later. Rufus Putnam 1738-1824 Chief Engineer 1777 - 1783 Washington pleaded for more engineers, which began arriving from France in 1776. In late 1777 Congress promoted Louis Duportail to brigadier general and Chief Engineer, a position he held for the duration of the war. -
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. -
Section 7-1: the Revolution Begins
Name: Date: Chapter 7 Study Guide Section 7-1: The Revolution Begins Fill in the blanks: 1. The First Continental Congress was a meeting of delegates from various colonies in September of 1774 to discuss the ongoing crisis with Britain. 2. The Minutemen were members of the Massachusetts militia that were considered ready to fight at a moment’s notice. 3. General Thomas Gage was the British military governor of Massachusetts, and ordered the seizure of the militia’s weapons, ammunition, and supplies at Concord. 4. The towns of Lexington and Concord saw the first fighting of the American Revolution. 5. The “Shot heard ‘round the world” was the nickname given to the first shot of the American Revolution. 6. Americans (and others) referred to British soldiers as Redcoats because of their brightly colored uniforms. 7. At the Second Continental Congress, colonial delegates voted to send the Olive Branch Petition to King George III and created an army led by George Washington. 8. The Continental Congress created the Continental Army to defend the colonies against British aggression. 9. George Washington took command of this army at the request of the Continental Congress. 10. The Continental Congress chose to send the Olive Branch Petition to King George III and Parliament, reiterating their desire for a peaceful resolution to the crisis. 11. Siege is a military term that means to surround a city or fortress with the goal of forcing the inhabitants to surrender due to a lack of supplies. 12. Benedict Arnold and Ethan Allan captured Fort Ticonderoga in New York, allowing George Washington to obtain much needed supplies and weapons. -
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. -
Levi's Life After the Revolutionary
This book is dedicated to Crystal Farish, Hauley Farish, Lane Farish, Brooke Barker, Heidi Thornton, Justin Thornton, Anthony Thornton, and Jasmine Parker, all of whom are the 5th-great-grandchildren of Levi Temple. THE AMAZING LIFE OF 1751–1821 ii TABLE OF CONTENTS LEVI TEMPLE’S DESCENdaNTS . iv THE LIFE OF LEVI TEMPLE . 1 LEVI’S LIFE BEFORE THE WAR . 3 THE BOSTON MASSacRE . 7 THE BOSTON TEA PARTY . 8 THE MINUTEMEN . 10 THE BattlE OF BUNKER HILL . 12 THE LIFE OF A PatRIOT SOLDIER . 14 LIFE at HOME DURING THE WAR . 18 THE DECLARatION OF INDEPENDENCE . 20 THE BRITISH SURRENDER at YORKTOWN . 22 THE TREatY OF PARIS . 24 LEVI’S LIFE AFTER THE REVOLUTIONARY WAR . 26 LEVI’S LEGacY . 28 ENDNOTES . 30 iii Thirteen stars represent the original colonies in this Revolutionary War flag. Richard S. Farish Crystal Lee 1940 ~ 1971 Farish Harwood Dean 1959 ~ Living Thornton Levi Georgia Flo 1918 ~ 1966 Temple Thornton Levi Phillip John Temple 1751 ~ 1821 1943 ~ 2006 Dawe Job 1788 ~ 1849 Bette Lee 1896 ~ 1970 Temple Dawe Rachel Solomon David 1811 ~ 1888 Nutting 1921 ~ 1984 Temple Lucy Georgia Annabelle 1856 ~ 1915 Brown 1752 ~ 1830 Temple Isabella abt. 1798 ~ 1852 1895 ~ 1955 Robertson Flora W. 1831 ~ 1880 Forbes 1862 ~ 1948 iviv The Life of Levi Temple our ancestor, Levi Temple, was one of many everything they owned, ruin their families, and risk YAmerican colonists who risked his life to win suffering the undignified death of a traitor. freedom from British rule. This brave decision helped Courage and determination allowed the Patriots make the United States of America a reality, but it also to overcome incredible odds. -
TITLE AVAILABLE from Tips for Teaching About the Bicentennial in the Social Studies: Four Lessons. SSEC Publication No. ERIC
.,DOCUMENT RESUME I ED 113 219 95 SO 008 476 , AUTHCR Kownslar, Allan 0. TITLE Tips for Teaching About the Bicentennial in the Social Studies: Four Lessons. SSEC Publication No. 182. INSTITUTION ERIC Clearinghouse for Social Studies/Social Science Education, Boulder, Colo.; Social Science Education Consortium, Inc., Boulder, Colo. SPONS AGENCY National Inst. of Education (DHEW) ,Wishington, D.C. REPORT/NO SSEC-Pub ?182 PUB DATE 75 NOTE 74.; For a related document, see SO 008 475 AVAILABLE FROM Publications, Socal Science Education Consortium, 855 Broadway, Boulder, Colorado 80302 (SSEC No. 182, $2.5 prepaid or purchase Order) EDRS PRICE MF-$0,76 HC-$3.32 Plus Postage DESCRIPTORS *Colonial History (United States); *Curriculum Development; Educational Fesources; Elementary SecOndary Education; Instructional Materials; Learning Activities; Lesson Plans; Mod ls; Questioning TeChniques; Resource Guide Pevolutionary War (United States) ;*Social Studies; *Social Studies Units; *United States History IDENTIFIERS *Bicentennial ABSTRACT Prepared for-elementary and secondary social studies teAchers, this volume Presents four exemplary learning activities for teaching about the Bicentennial. Each activity explores a recurring theme in the United States' Development--dedication to a cause, humor; frontiers, and loyalty. Lesson 1 concerns George Washington and the problems he encountered duffing the Pevolution. Lessdn 2 . , containsrepresentative examples lbf American humor. Lesson 3 deals, with the idea of conquering frontiers as evidenced in the life ofA noted19th-century American astronomer.'The last lesson deals with ' roles played .by the Japanese Americans while serving the Allied cause during World War II, raisir4>thequestion of conflicting_loyalties. Each lesson plan presents the inteRdeestudent audience,'sUggested tlibe, materials, questions: concepts and objectives,'teaching\ suggestiOns, references, and additional materials. -
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. -
Causes of the American Revolution
Missing Pieces of the Puzzle: African Americans in Revolutionary Times “Tell them that if I am Black I am free born American & a revolutionary soldier & therefore ought not to be thrown entirely out of the scale of notice.” -John Chavis to Willie P. Mangum, March 10, 1832 Overview In a puzzle, each piece counts. Yet often when studying the Revolutionary War, we forget to acknowledge the important roles Africans and African Americans played, whether in fighting for either side of the war, or fighting for their own rights to freedom. Without including their pieces of the puzzle, the history we learn is incomplete. In this lesson, students will learn how Blacks were contributing to colonial society, making active choices to survive their bondage and striving to shape and control their own lives amidst the Patriots’ struggle for political freedom. By participating in an in depth class discussion centering around a Power Point presentation, students will explore the roles of Blacks during the Revolutionary War, gaining an understanding of the contradiction of a nation seeking independence while simultaneously denying freedom to those enslaved. Students will share their new understanding by creating an artistic bulletin board-sized puzzle (“Every Piece Counts”) focused on the roles African Americans played during the Revolutionary War. Grades 5, 8, 11 Materials • African Americans in Revolutionary Times Power Point; available in the Database of K-12 Resources (in PDF format) at https://k12database.unc.edu/files/2012/05/AfricanAmericansRevWarPPT1.pdf -
African Americans in the War for Independence
GUIDE TO READING Section What roles did African Americans play in the 4 War for Independence? What spurred some African African Americans Americans to support in the War for Independence the Loyalist cause? What spurred some African Americans to support The Revolutionary War the Patriot cause? When it came to fighting between Patriots on one side and the British and their Loyalist American allies on the other, African Americans joined the side that offered freedom. In the South, where the British held out the K E Y T E R M S promise of freedom in exchange for military service, black men eagerly fought on the British side as Loyalists. In the North, where white Patriots Loyalist, p. 123 were more consistently committed to human liberty than in the South, privateers, p. 126 black men just as eagerly fought on the Patriot side (see Map 4–2). The war began in earnest in August 1776 when the British landed a large army at Brooklyn, New York, and drove Washington’s Continental Army across New Jersey into Pennsylvania. The military and diplomatic turning point in the war came the following year at Saratoga, New York, Guide to Reading/Key Terms when a poorly executed British strategy to take control of the Hudson For answers, see the Teacher’s Resource Manual. River led British general John Burgoyne to surrender his entire army to Patriot forces. This victory led France and other European powers to Teaching Notes enter the war against Britain. Significant fighting ended in October In the words of historian Benjamin Quarles, 1781 when Washington forced Lord Cornwallis to surrender another “The Negro’s role in the Revolution can best be British army at Yorktown, Virginia. -
The American Revolution Hero Biographies
THE AMERICAN REVOLUTION HERO BIOGRAPHIES RISE OF THE PATRIOTS PREMIERES MONDAY, DECEMBER 15 AT 9/8C Joseph Warren In his time, Boston physician Joseph Warren was a nationally known figure and hero of the Revolutionary War yet today qualifies as America’s least remembered founding father. He was a central organizer in the earliest years of the Revolution, a gifted orator, and leader of a Boston spy ring. It was Warren who sent Paul Revere on his famous midnight ride. He was killed at the Battle of Bunker Hill at the outset of the war, at the age of 33. John Brown John Brown’s claim to fame during the Revolution was masterminding the seizure and destruction of the British customs ship Gaspée in 1772, America’s first provocative act against Britain that led eventually to war. He was considered a rogue by some, a loose cannon by others, and a pillar of the community by many. He and others founded the college which today bears his name: Brown University. Samuel Prescott Dr. Samuel Prescott from Concord, Mass., was courting his fiancée in Lexington on April 18, 1775 when he crossed paths with Paul Revere and William Dawes during their clandestine mission to alert local militiamen and the citizens that British troops were advancing. He agreed to help them without hesitation, but when Revere was captured and Dawes thrown from his horse, it was Prescott who completed the ride to Concord. Samuel Whittemore Samuel Whittemore was the oldest known colonial combatant in the war, born just 75 years after the Pilgrims landed at Plymouth Rock. -
The Role of Blacks in the Revolutionary War
Title of Unit: The Forgotten Patriots: The Role of Blacks in the Revolutionary War Vital theme of the unit: Students will learn how African Americans were important in the war effort. Author and contact information: Tammie McCarroll-Burroughs Lenoir City Elementary School 203 Kelley Lane Lenoir City, Tennessee 37771 Phone: (865) 986-2009 ex. # 7349 Email: [email protected] [email protected] Grade Level: Intermediate – Fourth or Fifth Grade Curriculum Standards Addressed: 4.5.6; 4.5.7; 4.5.8; 4.5.11; 4.6.2; 4.6.3 Technology Used: Primary Source Materials Provided in Lessons: Discharge Papers of Oliver Cromwell Newspaper Article from Burlington Gazette Affidavit of Service and Need of Pension Affidavits of Martin Black’s Service and Need of Pension Transcript of Craven County Court Minutes – Included in Background Information Pension Record Approval Page Listing Amount of Pension Additional Sources for Teachers in Separate Folder: Peter Salem Documents and Excerpt from Patriots of Color Phylllis Wheatley Selected Poems and Letter from George Washington Related Web Sites for More Information Unit introduction and overview of instructional plan: Over the course of this unit, students will gain understanding of the roles of freed and enslaved African American Patriots through lessons that go beyond the lessons taught in the textbook. The lessons are based on events and issues that may not necessarily be covered in the textbook. The two selected soldiers and their Pension Records are not identified in our textbook. Peter Salem is identified by name in one lesson of the Fourth Grade text Early United States (Harcourt Brace). -
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.