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Social & Cultural History of Britian
School of Distance Education UNIVERSITY OF CALICUT SCHOOL OF DISTANCE EDUCATION BA ENGLISH (2011 Admission Onwards) III Semester Complementary Course SOCIAL & CULTURAL HISTORY OF BRITIAN QUESTION BANK 1. The word Colonialism, according to the Oxford English Dictionary comes from the ……………………… Colonia. a) Latin b) English c) Roman d) French 2. The Spanish Armada occurred in the year………… a) 1588 b) 1589 c) 1587 d) 1590 3. During the reign of …………………… the mercantile system in England developed in a full‐ fledged form. a) HenryVII b) CharlesII c) JamesII d) Queen Elizabeth 4. Who was the British King when American colonies achieved independence in 1776? a)George III b) George V c) James III d) Mary Tudor 5. Who wrote the poem White Man’s Burden? a)George Orwell b) T.S. Elliot c) Rudyard Kipling d) Mathew Arnold 6. The poem white man’s burden was published in the year ………. Social & Cultural History of Britain Page 1 School of Distance Education a)1899 b) 1898 c) 1897 d) 1900 7. The main theme of the poem White Man’s burden is……………. a) Justifying Whiteman’s civilising mission over the eastern countries. b) The war between England and Germany c) The development of English trade and commerce d) The authors experiences of his life in India 8. Who is known as the ‘prophet of Imperialism’? a)Rudyard Kipling b) George Orwell c) James Mill d) Max Mueller 9. Who called Rudyard Kipling as the Prophet of Imperialism? a) James Mill b) T.S. Eliot c) George Orwell d) John William Kay 10. -
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. -
Key Stage 3 Early Modern Britain
KS3 Knowing History Early Modern Britain 1509–1760 Teacher Guide Key Stage 3 Early Modern Britain 1509–1760 Teacher Guide Robert Peal Text © Robert Peal 2016; Design © HarperCollinsPublishers Limited 2016 1 KS3 Knowing History Early Modern Britain 1509–1760 Teacher Guide William Collins’ dream of knowledge for all began with the publication of his first book in 1819. A self-educated mill worker, he not only enriched millions of lives, but also founded a flourishing publishing house. Today, staying true to this spirit, Collins books are packed with inspiration, innovation and practical expertise. They place you at the centre of a world of possibility and give you exactly what you need to explore it. Collins. Freedom to teach Published by Collins An imprint of HarperCollinsPublishers The News Building 1 London Bridge Street London SE1 9GF Text © Robert Peal 2016 Design © HarperCollinsPublishers 2016 10 9 8 7 6 5 4 3 2 1 Robert Peal asserts his moral right to be identified as the author of this work. All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission in writing of the Publisher. This book is sold subject to the conditions that it shall not, by way of trade or otherwise, be lent, re-sold, hired out or otherwise circulated without the Publisher’s prior consent in any form of binding or cover other than that in which it is published and without a similar condition including this condition being imposed on the subsequent purchaser. -
David Library of the American Revolution Guide to Microform Holdings
DAVID LIBRARY OF THE AMERICAN REVOLUTION GUIDE TO MICROFORM HOLDINGS Adams, Samuel (1722-1803). Papers, 1635-1826. 5 reels. Includes papers and correspondence of the Massachusetts patriot, organizer of resistance to British rule, signer of the Declaration of Independence, and Revolutionary statesman. Includes calendar on final reel. Originals are in the New York Public Library. [FILM 674] Adams, Dr. Samuel. Diaries, 1758-1819. 2 reels. Diaries, letters, and anatomy commonplace book of the Massachusetts physician who served in the Continental Artillery during the Revolution. Originals are in the New York Public Library. [FILM 380] Alexander, William (1726-1783). Selected papers, 1767-1782. 1 reel. William Alexander, also known as “Lord Sterling,” first served as colonel of the 1st NJ Regiment. In 1776 he was appointed brigadier general and took command of the defense of New York City as well as serving as an advisor to General Washington. He was promoted to major- general in 1777. Papers consist of correspondence, military orders and reports, and bulletins to the Continental Congress. Originals are in the New York Historical Society. [FILM 404] American Army (Continental, militia, volunteer). See: United States. National Archives. Compiled Service Records of Soldiers Who Served in the American Army During the Revolutionary War. United States. National Archives. General Index to the Compiled Military Service Records of Revolutionary War Soldiers. United States. National Archives. Records of the Adjutant General’s Office. United States. National Archives. Revolutionary War Pension and Bounty and Warrant Application Files. United States. National Archives. Revolutionary War Rolls. 1775-1783. American Periodicals Series I. 33 reels. Accompanied by a guide. -
The Search for Security Maine After Penobscot
Maine History Volume 21 Number 3 Article 2 1-1-1982 The Search for Security Maine after Penobscot James S. Leamon Bates College Follow this and additional works at: https://digitalcommons.library.umaine.edu/mainehistoryjournal Part of the United States History Commons Recommended Citation Leamon, James S.. "The Search for Security Maine after Penobscot." Maine History 21, 3 (1982): 119-154. https://digitalcommons.library.umaine.edu/mainehistoryjournal/vol21/iss3/2 This Article is brought to you for free and open access by DigitalCommons@UMaine. It has been accepted for inclusion in Maine History by an authorized administrator of DigitalCommons@UMaine. For more information, please contact [email protected]. JAMES S. LEAMON T he Search for Security Maine after Penobscot The Penobscot campaign of 1779 made little impact on the military outcome of the American Revolution. The focus of military action was shifting to the southern states when the British seized Bagaduce (Castine) at the mouth of the Penobscot River and defeated the expedition dispatched by Massachusetts to drive them out.1 For people in the District of Maine, however, the Penobscot defeat represented a calamity of the first order. During the rest of the war, they had to contend with a garrison of regular British troops in their midst. To Bagaduce flocked loyalists who, with a vigor sharpened by vengeance, joined the regulars in plundering the coast. Active loyalist participation injected a new note of personal vindictiveness in what now became a civil war. Amid internal dissension and a growing sense of isolation and despair, unified defense collapsed throughout the District. -
History of Britain from the Restoration to 1783
History of Britain from the Restoration to 1783 HIS 334J (39130) & EUS 346 (36220) Fall Semester 2018 Charles II of England in Coronation Robes Pulling Down the Statue of George III at Bowling John Michael Wright, c. 1661-1662 Green in Lower Manhattan William Walcutt, 1857 ART 1.110 Tuesday & Thursday, 12:30 – 2:00 PM Instructor James M. Vaughn [email protected] Office: Garrison 3.218 (ph. 512-232-8268) Office Hours: Friday, 2:30 – 4:30 PM, and by appointment Course Description This lecture course surveys the history of England and, after the union with Scotland in 1707, the history of Great Britain from the English Revolution and the restoration of the Stuart monarchy (c. 1640-1660) to the War of American Independence (c. 1775-1783). The kingdom underwent a remarkable transformation during this period, with a powerful monarchy, a persecuting state church, a traditional society, and an agrarian economy giving way to parliamentary rule, religious toleration, a dynamic civil society, and a commercial and manufacturing-based economy on the eve of industrialization. How and why did this transformation take place? Over the course of the same period, Great Britain emerged as a leading European and world power with a vast commercial and territorial empire stretching across four continents. How and why did this island kingdom off the northwestern coast of Europe, geopolitically insignificant for much of the sixteenth and seventeenth centuries, become a Great Power and acquire a global empire in the 1 eighteenth century? How did it do so while remaining a free and open society? This course explores these questions as well as others. -
The United Kingdom of Great Britain and Northern Ireland: Great Britain
The United Kingdom of Great Britain and Northern Ireland: Great Britain Basic Facts: . The “United Kingdom” includes Great Britain (England, Scotland, Wales) and Northern Ireland. Great Britain and Northern Ireland are the two main islands of the United Kingdom. The national capital is London. The flag of the UK represents England, Northern Scotland, the flag of Great Britain, and Northern Ireland. This is sometimes confusing. Let’s look at some different names that are sometimes confused: o England = ___________________ o Britain= ______________________ + __________________ o Great Britain= ________________ + __________________+___________________ o United Kingdom= _____________ +___________________+ _________________+__________________ . In addition to Great Britain and Northern Ireland, the United Kingdom has many small islands. It also has many territories around the world that may not officially be considered part of the United Kingdom but do have a special relationship with the British government. Weather: Great Britain experiences plenty of rainfall, and the weather is often changeable and difficult to predict. Because of this, weather is often a topic for discussion. Because of the abundant rainfall and mild climate, Britain is great environment for plants to grow and is very green. Language: English is the official language for the entire United Kingdom, but some people speak it in different ways, influenced by their family history. (Welsh English, Scottish English, etc.) Other Nationalities: The United Kingdom contains people from many countries. These immigrants sometimes live in communities with other immigrants from the same area. As of 1998, there were 170,000 Chinese living in Britain, mostly from Hong Kong. 1/3 of those Chinese were living in London at the time. -
B I C K E R S T a F F's Books, Maps &C
B I C K E R S T A F F’s Books, Maps &c. Fine Americana: Books, Periodicals, Maps & Views November, 2016 B I C K E R S T A F F’s Books, Maps &c. Six Old Colony Lane, Scarborough, (District of) Maine 04074 USA Telephone: 207-883-1119 E-mail: [email protected] Web: www.bickerstaffs.com Account of the Boston Tea Party and a Very Scarce Boston Map in a Dublin Magazine, 1774 1. [American Revolution.] [Boston Map.] The Gentleman's and London Magazine: or, Monthly Chronologer. MDCCLXXIV. [1774]. Dublin: Printed by John Exshaw. 800 pp. plus indices. Quarter calf over very worn marbled boards. Red spine label with gilt title. Considerable erosion along joints. Lacking endpapers. Lacking most plates and with several leaves partially loosened from the text block. Despite the title, this Magazine was published in Dublin. It is the volume of twelve issues plus indices for the year 1774. There is considerable reporting of the American unrest, including "Thoughts of a Traveller upon our American Disputes" (pp. 789-794). An account of the closing of the port of Boston as of June 1notes that the day was observed as one of mourning "at Harvard in Connecticut [sic]" with bells ringing, the town-house draped in black and shops closed. Most significant, however, is a nice report on the Boston tea party and the events leading to it (pp. 84-85). Finally, an extremely uncommon map of Boston remains bound into the volume in the June, 1774 issue (opposite p. 358). Titled A New and Accurate Plan of the Town of Boston, in New England, the map is clearly based on a very similar map that appeared in the May, 1774 issue of the London-based Universal Magazine. -
Identity and Identification in the American Revolution
Americans on Paper: Identity and Identification in the American Revolution The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Huffman, John Michael. 2013. Americans on Paper: Identity and Identification in the American Revolution. Doctoral dissertation, Harvard University. Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:11181108 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA Americans on Paper: Identity and Identification in the American Revolution A dissertation presented by John Michael Huffman to The Department of History in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the subject of History Harvard University Cambridge, Massachusetts August 2013 © 2013 John Michael Huffman All rights reserved. Advisor: Professor Joyce E. Chaplin John Michael Huffman Americans on Paper: Identity and Identification in the American Revolution Abstract The American Revolution brought with it a crisis of identification. The political divisions that fragmented American society did not distinguish adherents of the two sides in any outward way. Yet the new American governments had to identify their citizens; potential citizens themselves had to choose and prove their identities; and both sides of the war had to distinguish friend from foe. Subordinated groups who were notionally excluded from but deeply affected by the Revolutionary contest found in the same crisis new opportunity to seize control over their own identities. -
The State Flag of Georgia: the 1956 Change in Its Historical Context
The State Senate Senate Research Office Bill Littlefield 204 Legislative Office Building Telephone Managing Director 18 Capitol Square 404/ 656 0015 Atlanta, Georgia 30334 Martha Wigton Fax Director 404/ 657 0929 The State Flag of Georgia: The 1956 Change In Its Historical Context Prepared by: Alexander J. Azarian and Eden Fesshazion Senate Research Office August 2000 Table of Contents Preface.....................................................................................i I. Introduction: National Flags of the Confederacy and the Evolution of the State Flag of Georgia.................................1 II. The Confederate Battle Flag.................................................6 III. The 1956 Legislative Session: Preserving segregation...........................................................9 IV. The 1956 Flag Change.........................................................18 V. John Sammons Bell.............................................................23 VI. Conclusion............................................................................27 Works Consulted..................................................................29 Preface This paper is a study of the redesigning of Georgia’s present state flag during the 1956 session of the General Assembly as well as a general review of the evolution of the pre-1956 state flag. No attempt will be made in this paper to argue that the state flag is controversial simply because it incorporates the Confederate battle flag or that it represents the Confederacy itself. Rather, this paper will focus on the flag as it has become associated, since the 1956 session, with preserving segregation, resisting the 1954 U.S. Supreme Court decision of Brown v. Board of Education of Topeka, and maintaining white supremacy in Georgia. A careful examination of the history of Georgia’s state flag, the 1956 session of the General Assembly, the designer of the present state flag – John Sammons Bell, the legislation redesigning the 1956 flag, and the status of segregation at that time, will all be addressed in this study. -
Few Americans in the 1790S Would Have Predicted That the Subject Of
AMERICAN NAVAL POLICY IN AN AGE OF ATLANTIC WARFARE: A CONSENSUS BROKEN AND REFORGED, 1783-1816 Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Jeffrey J. Seiken, M.A. * * * * * The Ohio State University 2007 Dissertation Committee: Approved by Professor John Guilmartin, Jr., Advisor Professor Margaret Newell _______________________ Professor Mark Grimsley Advisor History Graduate Program ABSTRACT In the 1780s, there was broad agreement among American revolutionaries like Thomas Jefferson, James Madison, and Alexander Hamilton about the need for a strong national navy. This consensus, however, collapsed as a result of the partisan strife of the 1790s. The Federalist Party embraced the strategic rationale laid out by naval boosters in the previous decade, namely that only a powerful, seagoing battle fleet offered a viable means of defending the nation's vulnerable ports and harbors. Federalists also believed a navy was necessary to protect America's burgeoning trade with overseas markets. Republicans did not dispute the desirability of the Federalist goals, but they disagreed sharply with their political opponents about the wisdom of depending on a navy to achieve these ends. In place of a navy, the Republicans with Jefferson and Madison at the lead championed an altogether different prescription for national security and commercial growth: economic coercion. The Federalists won most of the legislative confrontations of the 1790s. But their very success contributed to the party's decisive defeat in the election of 1800 and the abandonment of their plans to create a strong blue water navy. -
Guide to Canadian Sources Related to Southern Revolutionary War
Research Project for Southern Revolutionary War National Parks National Parks Service Solicitation Number: 500010388 GUIDE TO CANADIAN SOURCES RELATED TO SOUTHERN REVOLUTIONARY WAR NATIONAL PARKS by Donald E. Graves Ensign Heritage Consulting PO Box 282 Carleton Place, Ontario Canada, K7C 3P4 in conjunction with REEP INC. PO Box 2524 Leesburg, VA 20177 TABLE OF CONTENTS PART 1: INTRODUCTION AND GUIDE TO CONTENTS OF STUDY 1A: Object of Study 1 1B: Summary of Survey of Relevant Primary Sources in Canada 1 1C: Expanding the Scope of the Study 3 1D: Criteria for the Inclusion of Material 3 1E: Special Interest Groups (1): The Southern Loyalists 4 1F: Special Interest Groups (2): Native Americans 7 1G: Special Interest Groups (3): African-American Loyalists 7 1H: Special Interest Groups (4): Women Loyalists 8 1I: Military Units that Fought in the South 9 1J: A Guide to the Component Parts of this Study 9 PART 2: SURVEY OF ARCHIVAL SOURCES IN CANADA Introduction 11 Ontario Queen's University Archives, Kingston 11 University of Western Ontario, London 11 National Archives of Canada, Ottawa 11 National Library of Canada, Ottawa 27 Archives of Ontario, Toronto 28 Metropolitan Toronto Reference Library 29 Quebec Archives Nationales de Quebec, Montreal 30 McCord Museum / McGill University Archives, Montreal 30 Archives de l'Universite de Montreal 30 New Brunswick 32 Provincial Archives of New Brunswick, Fredericton 32 Harriet Irving Memorial Library, Fredericton 32 University of New Brunswick Archives, Fredericton 32 New Brunswick Museum Archives,