The Pawlet Expedition, September 1777
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Colonel Abraham Drake
Photo: Unavailable Name: Colonel Abraham Drake Date of Birth/Details: December 4, 1715, Hampton, NH to Abraham and Theodate Roby Drake Residence: Drake Farm, 148 Lafayette Road, Route 1, North Hampton, NH Date of Death/Details: August 1, 1781 The historical marker on front lawn of Drake Farm placed by Clifford S. Drake 1927 reads: This boulder marks the site of the home of Colonel Abraham Drake. December 4, 1715 – August 1, 1781. Captain of horse in French and Indian Wars. Fought at Crown Point 1755-1756. One of the first to take up arms in the Revolution.as Lieutenant Colonel in 3rd New Hampshire volunteers. Commanded by General Washington to attend Councils of War. Member of Provincial Congress at Exeter 1777. Colonel in New Hampshire Militia 1776-1777 Marched with his company drawing artillery with oxen from here to Saratoga to intercept General Burgoyne and was present at his surrender. The homesite, first built in 1705, is currently known as Drake Farm Books and Abigail’s gift shop. It is the yellow house and barn at 148 Lafayette Road, just north of North Road on the west side, currently owned by Bob Gross and Marcia Van Dyke. Abraham Drake’s military career began as a lieutenant of cavalry (Dragoon company) in Major Tash’s Battalion of the New Hampshire Provincial Regiment at Fort #4. He was a captain in the French and Indian War (1755-1757). In The Revolutionary War, he was lieutenant colonel of the Third New Hampshire Regiment. In 1777 he was promoted to Colonel of the 2nd New Hampshire Militia Regiment, serving in Ebenezer Learned’s brigade, “to reinforce the northern continental army at Stillwater” and Saratoga, NY, from September 8th to December 15, 1777. -
PROMOTION REQUIREMENTS for CAP Members
PROMOTION REQUIREMENTS for CAP Members BY JOHN W. TALBOTT, Lt Col, CAP NEBRASKA WING Developed on 03/15/02 Update on 26 February 2006 AIR FORCE OFFICER RANKS Colonel (O-6) (Col) Second Lieutenant (O-1) (2nd Lt) st Brigadier General (O-7) (Brig Gen) First Lieutenant (O-2) (1 Lt) Captain (O-3) (Capt) Major General (08) (Maj Gen) Major (O-4) (Maj) Army Air Corps Lieutenant Colonel (O-5) (Lt Col) AIR FORCE NCO RANKS Chief Master Sergeant (E-9) (CMsgt) Senior Master Sergeant (E-8) (SMsgt) Master Sergeant (E-7) (Msgt) Technical Sergeant (E-6) (Tsgt) Staff Sergeant (E-5) (Ssgt) CAP Flight Officers Rank Flight Officer: Technical Flight Officer Senior Flight Officer NOTE: The following is a compilation of CAP Regulation 50-17 and CAP 35-5. It is provided as a quick way of evaluating the promotion and training requirements for CAP members, and is not to be treated as an authoritative document, but instead it is provided to assist CAP members in understanding how the two different regulations are inter-related. Since regulations change from time to time, it is recommended that an individual using this document consult the actual regulations when an actual promotion is being evaluated or submitted. Individual section of the pertinent regulations are included, and marked. John W. Talbott, Lt Col, CAP The following are the requirements for various specialty tracks. (Example: promotion to the various ranks for senior Personnel, Cadet Programs, etc.) members in Civil Air Patrol (CAP): For promotion to SFO, one needs to complete 18 months as a TFO, (See CAPR 35-5 for further details.) and have completed level 2: (Attend Squadron Leadership School, complete Initially, all Civil Air Patrol the CAP Officer course ECI Course 13 members who are 18 years or older are or military equivalent, and completes the considered senior members, (with no requirements for a Technician rating in a senior member rank worn), when they specialty track (this is completed for join Civil Air Patrol. -
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 . -
Letter from Benjamin Lincoln to George Washington,” (1786)
“Letter from Benjamin Lincoln to George Washington,” (1786) Annotation: Historians once characterized the 1780s as the "critical period" in American history, when the new nation, saddled with an inadequate system of government, suffered crippling economic, political, and foreign policy problems that threatened its independence. Although it is possible to exaggerate the country's difficulties during the first years of independence, there can be no doubt that the country did face severe challenges. One problem was the threat of government bankruptcy. The nation owed $160 million in war debts and the Congress had no power to tax and the states rarely sent in more than half of Congress's requisitions. The national currency was worthless. To help pay the government's debt, several members of Congress proposed the imposition of a five percent duty on imports. But because the Articles of Confederation required unanimous approval of legislation, a single state, Rhode Island, was able to block the measure. The country also faced grave foreign policy problems. Spain closed the Mississippi River to American commerce in 1784 and secretly conspired with Westerners (including the famous frontiersman Daniel Boone) to acquire the area that would eventually become Kentucky and Tennessee. Britain retained military posts in the Northwest, in violation of the peace treaty ending the Revolution, and tried to persuade Vermont to become a Canadian province. The economy also posed serious problems. The Revolution had a disruptive impact especially on the South's economy. Planters lost about 60,000 slaves (including about 25,000 slaves in South Carolina and 5,000 in Georgia). -
Cato, Roman Stoicism, and the American 'Revolution'
Cato, Roman Stoicism, and the American ‘Revolution’ Katherine Harper A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy. Arts Faculty, University of Sydney. March 27, 2014 For My Parents, To Whom I Owe Everything Contents Acknowledgements ......................................................................................................... i Abstract.......................................................................................................................... iv Introduction ................................................................................................................... 1 Chapter One - ‘Classical Conditioning’: The Classical Tradition in Colonial America ..................... 23 The Usefulness of Knowledge ................................................................................... 24 Grammar Schools and Colleges ................................................................................ 26 General Populace ...................................................................................................... 38 Conclusions ............................................................................................................... 45 Chapter Two - Cato in the Colonies: Joseph Addison’s Cato: A Tragedy .......................................... 47 Joseph Addison’s Cato: A Tragedy .......................................................................... 49 The Universal Appeal of Virtue ........................................................................... -
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. -
Tennessee Counties Named for Patriots & Founding Fathers
Tennessee Counties named for Patriots & Founding Fathers Photo County amed for Anderson County Joseph Anderson (1757-1837), U.S. Senator from TN, and first Comptroller of the U.S. Treasury. During the Revolutionary War, he was an officer in the New Jersey Line of the Continental Army. Bedford County Revolutionary War Officer Thomas Bedford Bledsoe County Anthony Bledsoe (ca 1795-1793), Revolutionary War Soldier, Surveyer, and early settler of Sumner County. Blount County William Blount (1749-1800) was a delegate to the Constitutional Convention of North Carolina, the first and only Governor of the Southwest Territory, and was appointed as the Regimental Paymaster of the 3rd NC. Regiment during the Revolutionary War. Davidson County William Lee Davidson (1746-1781) a Brigadier General who died in the Revolutionary War Battle of Cowan’s Ford. DeKalb County Johann de Kalb (1721-1780) A German-born baron who assisted the Continentals during the Revolutionary War Fayette County Marquis de La Fayette (1757-1834) a French aristocrat and military officer who was a General in the Revolutionary War Franklin County Founding Father Benjamin Franklin (1706-1790) Greene County Nathaniel Greene (1742-1786) Major General in the Continental Army During the Revolutionary War. Hamilton County Founding Father Alexander Hamilton (ca.1755- 1804) Hancock County John Hancock (1737-1794) President of the Continental Congress Hawkins County Benjamin Hawkins (1754-1816) was commissioned as a Colonel in the Continental Army where he served under George Washington for several years as his main French interpreter. Henry County Revolutionary-era Patriot Patrick Henry (1736- 1799) Jackson County Revolutionary War Veteran and President Andrew Jackson (1767-1845). -
View to the Quiet of His Rural Home
94 American Antiquarian Society. [Oct. A FORGOTTEN PATRIOT. BY HENRY S. N0UU8E. OF self-sacrificing patriots who in troublous times have proved themselves worthy the lasting gratitude of the com- monwealth, very many have found no biographer ; but none seem more completely forgotten, even in the towns of which they were once the ruling spirits, than the officers who led the Massachusetts yeomanry during those tedious campaigns of the French and Indian War, which awoke the British colonies to consciousness of their strength and thereby hastened the founding of the Republic. A few in- cidents in the honorable career of one of these unremem- bered patriots—one whom perhaps diffidence only, pre- vented from being a very conspicuous figure in the battles for independence—I have brought together, and offer as faint, unsatisfying outlines of an eventful and useful life. In "Appleton's Cyclopœdia of American Biography," published in 1889, twenty-two lines are given to General John Whitcomb, nearly every date and statement in which is erroneous. It is alleged therein that he was born "about 1720, and died in 1812"; and the brief narrative is embel- lished with a romantic tale wholly borrowed from the mili- tary experience of a younger brother. Colonel Asa Whitcomb. Biographical notes in volumes XII. and XVIII. of the Essex Institute Historical Collections perpetuate like errors of date. Even in the most voluminous histories of the building of the Eepublic, this general's name is barely, or not at all mentioned. John Whitcomb, or Whetcomb as the family always 1890.] A Forgotten Patriot. -
Final Biological Opinion on the U.S
NOAA's National Marine Fisheries Service Endangered Species Act Section 7 Consultation Biological Opinion Agencies: The Bureau ofOcean Energy Management The Bureau of Safety and Environmental Enforcement Activities Considered: Programmatic Geological and Geophysical Activities in the Mid and South Atlantic Planning Areas from 2013 to 2020 Consultation Conducted hy: Endangered Species Act Interagency Cooperation Division of the Office of Protected Resources, NOAA's National Marine Fisheries Service Approved by: ~~~ 6<- -;y>c>. ~,~ Date: JUl 19 2013 Section 7(a)(2) ofthe Endangered Species Act (ESA) (16 U.S.C. ] 531 et seq.) requires that each federal agency shall ensure that any action authorized, funded, or carried out by such agency is not likely to jeopardize the continued existence of any endangered or threatened species or result in the destruction or adverse modification ofcritical habitat of such species. When the action ofa federal agency "may affect" a listed species or critical habitat that has been designated for such species, that agency is required to consult with NOAA's National Marine Fisheries Service (NMFS) and/or the U.S. Fish and Wildlife Service (USFWS), depending upon the listed resources that may be affected. This ESA section 7 consultation considers BOEM's proposed geological and geophysical (O&G) activities in support of its oil and gas, renewable energy, and marine minerals programs in the Mid-and South Atlantic Planning Areas from 2013 through 2020, as described in BOEM's Draft Programmatic Environmental Impact Statement (DPEIS) for Atlantic OCS Proposed Geological and Geophysical Activities in the Mid-Atlantic and South Atlantic Planning Areas (BOEM 2012a). -
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. -
SPL115A Copy
MAPPING: NORTHERN BATTLES Using a grid system helps you locate places in the world. A grid system is made up of lines that come together to form squares. The squares divide a map into smaller pieces, making it easier to \ nd important places. Learning how to use a grid system is easy, and will teach you an important location skill. Example: In July 1777, the British Army took control of Mount Independence. Hundreds of soldiers from America, Great Britain, and Germany are buried in unmarked graves on top of Mount Independence. Mount Independence is located at ( 4,4 ). Locate Mount Independence at ( 4,4 ), by putting your \ nger on the number 1 at the bottom of the grid. Slide over to 4 and up to 4. Mount Independence is located in the square created where these two numbers come together. 6 5 Mount 4 Ind. 3 2 1 1 2 3 4 5 678 9 Directions: In this activity, you will use a grid system to locate important Revolutionary War forts and battles in the North. 1. Follow the example above for locating each fort or battle by going over and up. If a fort or battle is located at ( 4,4 ), go over to 4 and up to 4. 2. When you locate a fort or battle on the grid, color in the square with a coloring pencil. If the fort or battle was won by the Americans, color the square blue. If the fort or battle was won by the British, color the square red. 3. The \ rst one has been done for you as an example. -
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.