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The Battle of Groton Heights; and Such, As Far As My Imperfect Manner and Language Can De Scribe, a Part of the Sufferings Which We Endured
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Connecticut Connections: the Places That Teach Us About Historical Archaeology
CONNECTICUT_CONNECTIONS_THE_PLACES_THAT 2/28/2017 4:13 PM Connecticut Connections: The Places That Teach Us About Historical Archaeology LUCIANNE LAVIN Institute for American Indian Studies To many people the word “archaeology” invokes images of Egyptian pyramids, Aztec temples, the treasures of ancient Rome. If they are aware of North American archaeology, they usually picture archaeology sites far west of New England – 10,000-year-old early man sites on the Plains or the Southwestern Pueblo cliff dwellers. They rarely consider Connecticut as a center of important archaeological activity. But it is! As the preceding articles on Connecticut archaeology aptly illustrate, our state’s rich multi-cultural heritage is reflected and informed by its archaeology sites. Connecticut contains thousands of prehistoric, historic, industrial, and maritime archaeological sites created by the ancestors of its various ethnic residents. Many are thousands of years old. Because Connecticut History is specifically an history journal, I will restrict my discussion to post- European contact archaeology sites. Archaeology sites provide insights on fascinating and important stories about Connecticut that often are not found in local history books. Domestic, commercial, and industrial archaeology sites provide clues to the diverse lifestyles of Connecticut’s residents through time, their community relationships and events, and the cultural changes that modified those lifestyles and connections. But where can one go to learn about Connecticut archaeology? The best places are the sites themselves. Plan an excursion to some of these wonderful archaeology localities where you can spend enjoyable, quality time with family and friends while learning about a specific aspect of local, regional, and even national history. -
Bicentennial Source Book, Level I, K-2. INSTITUTION Carroll County Public Schools, Westminster, Md
--- I. DOCUMENT RESUME ED 106 189 S0,008 316 AUTHOR _Herb, Sharon; And Others TITLE Bicentennial Source Book, Level I, K-2. INSTITUTION Carroll County Public Schools, Westminster, Md. PUB DATE 74 NOTE 149p.; For related guides, see CO 008'317-319 AVAILABLE FROM .Donald P. Vetter, Supervisor of Social Studies, Carroll County Board of Education, Westsinister, Maryland 21157 ($10.00; Set of guides.I-IV $50:00) EDRS PRICE MF-$0..76 HC-Not Available from EDRS..PLUS POSTAGE DESCRIPTORS *American Studies; Class Activities; *Colonial History (United States); Cultural Activities; Elementary Education; I structionalMaterials; *Learning Activities; Muc Activities; Resource Materials; Revolutionary Wa (United States); Science Activities; *Social Studies; Icher Developed Materials; *United States History IDENTIFIERS *Bicentennial ABSTRACT This student activities source book ii'one of a series of four developed by the Carroll County Public School System, Maryland, for celebration of the Bicentennial. It-is-specifically designed to generate ideas integrating the Bicentennial celebration into various disciplines, classroom activitiese.and school -vide 4vents at the kindergarten through second grade levels. The guide contains 81 activities related to art, music, physical-education, language arts, science, and social studies. Each activity includes objectives, background information, materials and resources, recommended instructional proce ures,and possible variations and modifications. The activities are organized around the Bicentennial themes of Heritage, Horizons, and Festival. Heritage. activities focus on events, values, traditionp, and historical objects of the past. Horizon activities stress challenging the problems of the present and future. Festival activities include such activities as community craft shows, workshops, folk music, and dance performances. (Author /ICE) C BICENTENNIAL SOURCE BOOK LEVEL I . -
Primary Sources Battle of Bennington Official Correspondence New
Primary Sources Battle of Bennington Official Correspondence New Hampshire Committee of Safety to General Stark State of New Hampshire, Saturday, July 19th, 1777. To Brigd Genl Jn° Stark,—You are hereby required to repair to Charlestown, N° 4, so as to be there by 24th—Thursday next, to meet and confer with persons appointed by the convention of the State of Vermont relative to the route of the Troops under your Command, their being supplied with Provisions, and future operations—and when the Troops are collected at N°- 4, you are to take the Command of them and march into the State of Vermont, and there act in conjunction with the Troops of that State, or any other of the States, or of the United States, or separately, as it shall appear Expedient to you for the protection of the People or the annoyance of the Enemy, and from time to time as occasion shall require, send Intelligence to the Genl Assembly or Committee of Safety, of your operations, and the manoeuvers of the Enemy. M. Weare. Records of the Council of Safety and Governor and Council of the State of Vermont to which are prefixed the Records of the General Conventions from July 1775 to December 1777 Eliakim Persons Walton ed., vol. 1 (Montpelier: Steam Press, 1873), p. 133. Primary Sources Battle of Bennington Official Correspondence Committee of Safety, Vermont State of New Hampshire, In Committee of Safety, Exeter, July 23d 1777. Hon. Artemas Ward— Sir— Orders issued the last week for one Quarter part of two thirds of the Regiments of militia in this State to march immediately to the assistance of our Friends in the new State of Vermont, under the command of Br. -
The Wyoming Massacre in the American Imagination
Virginia Commonwealth University VCU Scholars Compass Theses and Dissertations Graduate School 2021 "Savage and Bloody Footsteps Through the Valley" : The Wyoming Massacre in the American Imagination William R. Tharp Follow this and additional works at: https://scholarscompass.vcu.edu/etd Part of the Cultural History Commons, and the United States History Commons © The Author Downloaded from https://scholarscompass.vcu.edu/etd/6707 This Thesis is brought to you for free and open access by the Graduate School at VCU Scholars Compass. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of VCU Scholars Compass. For more information, please contact [email protected]. “Savage and Bloody Footsteps Through the Valley” The Wyoming Massacre in the American Imagination A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts at Virginia Commonwealth University By. William R. Tharp Dr. Carolyn Eastman, Advisor Associate Professor, Department of History Virginia Commonwealth University Richmond, Virginia 14 May 2021 Tharp 1 © William R. Tharp 2021 All Rights Reserved Tharp 2 Abstract Along the banks of the Susquehanna River in early July 1778, a force of about 600 Loyalist and Native American raiders won a lopsided victory against 400 overwhelmed Patriot militiamen and regulars in the Wyoming Valley of Pennsylvania. While not well-known today, this battle—the Battle of Wyoming—had profound effects on the Revolutionary War and American culture and politics. Quite familiar to early Americans, this battle’s remembrance influenced the formation of national identity and informed Americans’ perceptions of their past and present over the course of the eighteenth and nineteenth centuries. -
(American Revolution) Exam – Study Guide & Essay Requirements
Chapter 6 (American Revolution) Exam – Study Guide & Essay Requirements Part 1 – Multiple Choice, Matching & True/False: You will take a multiple choice exam in class on 2/10/13. The material you see listed below is what you will be tested on. All of these items can be found in Chapter 6 (P.150-178) of your textbook, or in materials that we have cover in class (videos, lectures, PowerPoint’s, projects, etc…) To prepare for the test, you should try to find the 5 W’s. They are: who are the main characters, what happened, where did this happen, when did this happen and why is this historically important or significant? Patriots African Americans in the war Role of Spain in the Revolution Women in the war U.S. money problems & inflation John Paul Jones & War at Sea Battle of Trenton Marquis de Lafayette Loyalist (Tories) Hessians Battle of Bennington Nathan Hale Capture of Philadelphia Newburgh Conspiracy Valley Forge Bernardo de Galvez Battle of Saratoga George Washington George Rogers Clark Comparison of American and British Armies Battle of Long Island Alliance with France Battle of Yorktown Battle of Vincennes Treaty of Paris Molly Pitcher Essay Requirements: THIS IS DUE ON TUESDAY, FEBRUARY 11TH You are required to TYPE each question and answer in a Microsoft Word Document. This document should then be printed and turned in with your test on Tuesday, February 11th. No class-time will be provided to complete the essay questions. You must print the document at home, or make arrangements to print it here at the school. -
Doctor Brigadier General James Brickett
Brigadier General James Brickett, Doctor, Soldier Brigadier General James Brickett, a doctor and militia Thanks to his experience and heroic performance, commander at the Revolutionary War battles of Brickett became a brigadier general in 1776 for Essex, Bunker Hill and Saratoga, was born on February 16, Cumberland, and York Counties (Maine being a 1738, in what is now West Newbury at the family’s Massachusetts tributary at the time). In October 1777, Brickett Street homestead. According to the Hubleys’ Brickett commanded 1,115 militiamen from Essex Descendants of Nathaniel Brickett, his father James County in the Battle of Saratoga—the decisive turning Brickett, Jr. (1711-1770) was a farmer and carpenter point in the Revolutionary War. He now shares a who married Susanna Pilsbury (1709-1788) in 1729. monument there with other generals, including West Both are buried in West Newbury’s Walnut Hill Newbury-born Brigadier General Jacob Bayley. Cemetery. With victory at Saratoga came a world-class lesson in As the second surviving son, Brickett did not inherit good news gone awry: the Americans had nearly 6,000 the farm, but rather went to Harvard and became a British, Canadian, and Hessian prisoners of war on doctor and pharmacist in Haverhill, where he was also their hands at a time when they could barely feed and active in the militia. As early as the 1630’s, farmers, clothe themselves. To Brickett befell the task of tradesmen, and all other men except magistrates and marching the prisoners to Cambridge. He did so with clergy in each Massachusetts town were required to contributions from citizenry along the way and with possess firearms and train under municipal auspices in expenses paid out of his own pocket. -
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. -
Batt~E of Fort Griswold, - By ~T J
E 241 ROTON HEIGHTS, .GS H46 1890 WT'l'll .\ \ \ Hll \ 'l'l\' E O~' 'I'll to: BATT~E OF FORT GRISWOLD, - BY ~T J . l'lt~ 111 ·:.\JJ'~TJ.: \I>, \\. llll \\' ' " TllE FllH'I' \ 'I' TIJE Ti\IE, 1890. -. DESCRIPTION OF THE - OK GROTON.HEIGHTS , NEW LONDON. C~R~ .:J' -- VI :ElT~l!' ~'\.'l,, 'T;;>U~h~~.. 1890. ---- THE BATTLE MONUMENT. In the year r826 a number of gentlemen in Groton. feeling that the tragic events occurrring in the neighbor hood in 1781 should he more properly commemorated, organized as an association for the purpose of erecting a monument. An application to the legislature for a charter was granted, and a lottery in aid of the work was legalizeJ by special act. The corner stone was laid September 6th of that year, and the 6th of September, i830, it was dedi cated with imposing ceremonies. During the centennial year, important repairs and changes were made. In form it is now an obelisk, twenty-two feet square at the base, and eight and one-half feet at base of pyrami<lon, resting on a die twenty-four feet square, which in turn rests upon a base twenty-six feet square. Its material is granite, quarried in the neighborhood. Its whole height is one hundred and thirty-five feet, and its summit, which is reached by a spiral stairway of one hundred and sixty-six stone steps, is two hundre<l and sixty-five feet above the waters of the bay. From this point a picture of sea and land of almost unrivalled beauty is presented, well repaying the visitor for the toil of ascent. -
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. -
Guide to the Battles of Trenton and Princeton
Hidden Trenton Guide to the Battles of Trenton and Princeton Nine Days that Changed the World December 26, 1776 to January 3, 1777 A self-guided tour of the places and events that shaped the battles and changed the history of America Go to http://HiddenTrenton.com/BattleTour for links to online resources Updated 2017 Copyright © 2011, 2017 all rights reserved. The pdf file of this document may be distributed for non- commercial purposes over the Internet in its original, complete, and unaltered form. Schools and other non-profit educational institutions may print and redistribute sections of this document for classroom use without royalty. All of the illustrations in this document are either original creations, or believed by the author to be in the public domain. If you believe that you are the copyright holder of any image in this document, please con- tact the author via email at [email protected]. Forward I grew up in NJ, and the state’s 1964 Tricentennial cel- Recently, John Hatch, my friend and business partner, ebration made a powerful impression on me as a curious organized a “Tour of the Battle of Trenton” as a silent 4th grader. Leutez’ heroic portrait of Washington Cross- auction item for Trenton’s Passage Theatre. He used ing the Delaware was one of the iconic images of that Fischer’s book to research many of the stops, augmenting celebration. My only memory of a class trip to the park his own deep expertise concerning many of the places a year or two later, is peering up at the mural of Wash- they visited as one of the state’s top restoration architects. -
The American Revolution Chapter 6 99
APTE CH R NGSSS SS.8.A.3.3 Recognize the contributions THE AMERICAN of the Founding Fathers (John Adams, Sam Adams, Benjamin Franklin, John Hancock, Alexander 6 Hamilton, Thomas Jefferson, James REVOLUTION Madison, George Mason, George Washington) during American Revolutionary efforts. ESSENTIAL QUESTION Why does conflict develop? The Revolutionary War was not George Washington’s first “The time is now near at hand time going into battle. During the French and Indian War, which must probably determine two horses were shot out from under him. He knew his whether Americans are to be troops would need to be brave. freemen or slaves; whether they are to have any property they can call their own…The fate of unborn millions will now depend, under God, on the courage and conduct of this army. GENERAL ORDERS,” 2 JULY 1776, IN J. C. FITZPATRICK ED. WRITINGS OF PHOTO: PHOTO: SuperStock/Getty Images GEORGE WASHINGTON VOL. 5 1932 [INSERT ART C00_000P_00000] fate of unborn millions What was Washington trying to say about the action of his men by using this phrase? In this speech, Washington was addressing the Continental Army. What do you think Copyright © by The McGraw-Hill Companies, Inc. was the purpose of his speech? DBQ BREAKING IT DOWN George Washington chose the words of his speech carefully. Imagine that you are an American general writing to inspire troops to go into battle today. What words would you use to make your troops feel inspired? In the space, write your own speech. netw rksTM There’s More Online! The American Revolution Chapter 6 99 099_120_DOPA_WB_C06_661734.indd 99 3/30/11 3:34 PM NGSSS SS.8.A.3.3 Recognize the ON contributions of the Founding S Fathers (John Adams, Sam Adams, S E Benjamin Franklin, John Hancock, L THE WAR FOR Alexander Hamilton, Thomas Jefferson, James Madison, George Mason, George Washington) during American INDEPENDENCE Revolutionary efforts.