Fort Duquesne Would Differ Very Much, and Even the Indians Who Aided the French Probably Did Not Consider Themselves in the Light of Mere Robbers
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The Battle of Sartoga
The Battle of Saratoga By Kamden McCoy Table Of Contents This is who convinced me Chapter 1 All About The to write about the battle of America Revolution Saratoga was my teacher Mrs.Frech Chapter 2 All About The Battle Of Saratoga Thank You Chapter 3 My Point Of View Chapter 4 Why The Battle Of Saratoga Was Important Chapter 1 The battle of bunker Hill took place at April 19, 1775 The Battle Of Charles Town. June 17,1775 colonists vs Lexington and Concord the first the British The Battle went on for a long battle against the colonists vs the time it was the second battle of British. Because the colonists colonists vs the British. The colonists wanted to be independent from put up a great fight but they didn't give Great Britain. Colonists and British up it tell they knew that they had to. But the British were like theses people are troops were shooting from behind the real deal. trees, rocks hiding and firing many August 1776 the battle of New York the life’s died that day. The colonists British wanted New York because it had put up a great fight but surrender great landing for attacking south or to British. The British came out on north. The British were heading over to top. New York and so was George Washington. In the battle of New York was a tremendous fight for the colonists the first win for the colonist. The colonists had 5,000 British troops surrender. November 17, 1777-1778 winter at valley Chapter 2 George Washington wrote letter after October 17,1777 the battle of Saratoga it was letter to Congress for supplies for his poor colonists vs the British the colonists were on a army. -
Black Robes at the Edge of Empire: Jesuits, Natives, and Colonial Crisis in Early Detroit, 1728-1781 Eric J
The University of Maine DigitalCommons@UMaine Electronic Theses and Dissertations Fogler Library Spring 5-10-2019 Black Robes at the Edge of Empire: Jesuits, Natives, and Colonial Crisis in Early Detroit, 1728-1781 Eric J. Toups University of Maine, [email protected] Follow this and additional works at: https://digitalcommons.library.umaine.edu/etd Part of the Canadian History Commons, Diplomatic History Commons, Social History Commons, and the United States History Commons Recommended Citation Toups, Eric J., "Black Robes at the Edge of Empire: Jesuits, Natives, and Colonial Crisis in Early Detroit, 1728-1781" (2019). Electronic Theses and Dissertations. 2958. https://digitalcommons.library.umaine.edu/etd/2958 This Open-Access Thesis is brought to you for free and open access by DigitalCommons@UMaine. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of DigitalCommons@UMaine. For more information, please contact [email protected]. BLACK ROBES AT THE EDGE OF EMPIRE: JESUITS, NATIVES, AND COLONIAL CRISIS IN EARLY DETROIT, 1728-1781 By Eric James Toups B.A. Louisiana State University, 2016 A THESIS Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Arts (in History) The Graduate School The University of Maine May 2019 Advisory Committee: Jacques Ferland, Associate Professor of History, Advisor Stephen Miller, Adelaide & Alan Bird Professor and History Department Chair Liam Riordan, Professor of History BLACK ROBES AT THE EDGE OF EMPIRE: JESUITS, NATIVES, AND COLONIAL CRISIS IN EARLY DETROIT, 1728-1781 By Eric James Toups Thesis Advisor: Dr. Jacques Ferland An Abstract of the Thesis Presented in Partial Fulfillment of the Requirements for the Degree of Master of Arts (in History) May 2019 This thesis examines the Jesuit missionaries active in the region of Detroit and how their role in that region changed over the course of the eighteenth century and under different colonial regimes. -
Shays' Rebellion
Educational materials developed through the Howard County History Labs Program, a partnership between the Howard County Public School System and the UMBC Center for History Education. Shays’ Rebellion Historical Thinking Skills Assessed: Close Reading, Corroboration Author/School/System: Megan Brown and Ronald Bianchi, Howard County Public School System, Maryland Course: United States History Level: Upper Elementary/Middle Task Question: How did the leaders of the American Revolution view Shays’ Rebellion? Learning Outcome: Students will be able to read closely and corroborate multiple primary sources to draw conclusions about the founding fathers’ views of Shays’ Rebellion. Standards Alignment: Common Core Standards for English Language Arts and Literacy RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI.5.2 Determine two or more ideas of a text and explain how they are supported by key details; summarize the text. RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. W.5.1.a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. National History Standards Era 3: Revolution and the New Nation Standard 3: The institutions and practices of government created during the Revolution and how they were revised between 1787 and 1815 to create the foundation of the American political system based on the U.S. -
The History of the Term Limit Debate in Congress
When a Popular Idea Meets Congress: The History of the Term Limit Debate in Congress John David Rausch, jr, West Texas A&M University abstract: This paper examines the history of the term limit debate in the United States from the days of the Articles of Confedera- tion through the 1990s. The research finds that the realities of the legislative process provide infertile ground for enacting congressional term limits. Advocates of term limits serving in Congress have not had the resources to overcome the obstacles presented by the legisla- tive process. The findings contradict the conventional wisdom that Congress responds quickly to popular ideas that sweep the nation. The legislative term limit movement emerged as a signifi- 1784, pp. 98–99). The Committee found Samuel Osgood cant political phenomenon in the early 1990s. Term limi- of Massachusetts ineligible for service since he had served tation, however, was far from a new idea (see Petracca, three years after the ratification of the Articles. Osgood 1992). In fact, the idea of placing limits on the amount of withdrew from the House (Burnett, 1964). Other del- time an elected official spends in office has been debated egates were investigated, primarily for serving beyond the since before the framing of the Constitution of the United one year for which they had been elected. Some contro- States. The novelty of the Oklahoma term limit effort in versy ensued over the exact date of election for the del- 1990 was that it was successful and that it involved the egates from Rhode Island, and they refused to vacate their mass electorate using the citizen initiative process. -
Barry Lawrence Ruderman Antique Maps Inc
Barry Lawrence Ruderman Antique Maps Inc. 7407 La Jolla Boulevard www.raremaps.com (858) 551-8500 La Jolla, CA 92037 [email protected] (French & Indian War Theater Map) Carte des Frontieres Francoises, et Angloises dens le Canda depuis Montreal jusques au Fort du Quesne. Stock#: 39487 Map Maker: Pouchot Date: 1781 Place: Geneva Color: Uncolored Condition: VG+ Size: 16 x 12 inches Price: $ 2,500.00 Description: Rare French & Indian War era map of the region between Montreal and Fort Duquesne (Pittsburgh), including all of New York and New Jersey, and most of Pennsylvania. It exhibits a portion of the Theater of War, from Pierre Pouchot's Memoires sur le derniere guerre de L'Amerique Septentrionale. Pouchot's map provides a remarkable look at the Theater of the French & Indian War in America, as viewed by a French Officer who took part in several important battles and was taken prisoner briefly, following the Siege of Niagara. Illustrations emphasize the topographical features of the region as perceived by Pouchot, and the map provides a remarkable contemporary snapshot of the Pouchot's understanding of the region and his movements in 1759 and 1760. Montreal is shown in the upper right corner. Along the eastern edge of the map are Lake Champlain, the Connecticut River and Long Island. The map extends beyond Pittsburgh to the west to approximately the area of Sandusky, Ohio and Columbus, Ohio, and showing most of Lake Erie, Lake Ontario and the St. Lawrence River in the north. One of the most remarkable features of the map is the extensive detail given to the location of roads, which criss-cross the map, offering a fine depiction of the roads known to the French. -
The Scottish Highland Regiments in the French and Indian
Eastern Illinois University The Keep Masters Theses Student Theses & Publications 1968 The cottS ish Highland Regiments in the French and Indian War Nelson Orion Westphal Eastern Illinois University This research is a product of the graduate program in History at Eastern Illinois University. Find out more about the program. Recommended Citation Westphal, Nelson Orion, "The cS ottish Highland Regiments in the French and Indian War" (1968). Masters Theses. 4157. https://thekeep.eiu.edu/theses/4157 This is brought to you for free and open access by the Student Theses & Publications at The Keep. It has been accepted for inclusion in Masters Theses by an authorized administrator of The Keep. For more information, please contact [email protected]. PAPER CERTIFICATE #3 To: Graduate Degree Candidates who have written formal theses. Subject: Permission to reproduce theses. The University Library is rece1v1ng a number of requests from other institutions asking permission to reproduce dissertations for inclusion in their library holdings. Although no copyright laws are involved, we feel that professional courtesy demands that permission be obtained from the author before we allow theses to be copied. Please sign one of the following statements. Booth Library of Eastern Illinois University has my permission to lend my thesis to a reputable college or university for the purpose of copying it for inclusion in that institution's library or research holdings. I respectfully request Booth Library of Eastern Illinois University not allow my thesis be reproduced -
The Triumph of Britannia?
CLASH OF EMPIRES: THE BRITISH, FRENCH & INDIAN WAR 1754 - 1763 CHAPTER 9 The Triumph of Britannia? FIER THE FALL OF NEW FRANCE and the stunning victories of the Seven Years' War, British officials turned their attention to the defense and administration of the newly enlarged American empire. For the first time, British leaders had to face the challenges of ruling large numbers of non-Protestant subjects. With 90,000 Catholic subjects in Canada, and at least 50,000 Native Americans (including perhaps 10,000 warriors) living east of the Mississippi River, a large military presence (7,500 regulars) seemed necessary. Rather than burdening British taxpayers, who had footed the enormous costs of the war, Great Britain now expected American colonists to pay for their own defense. At the same time, Parliament enacted a series of measures to centralize colonial administration and enforce trade laws. Once treated as imperial partners rather than dependents by the wartime administration of William Pitt, many American colonists bristled at what they believed was a systematic effort to deprive them of their British liberties. The burst of pro-British patriotic fervor that had briefly spanned the Atlantic Ocean quickly gave way to protests and recriminations. BRITONS OR AMERICANS? The 1765 Stamp Act and the colonial protests that followed have long been viewed as the first steps leading to the American Revolution. The decade that ended in April 1775 with the outbreak of rebellion in Massachusetts would be better characterized as a struggle to define the relationship between mother country and colonies rather than a drive for independence. -
George Washington's Farewell Address
Grade Level: 8 U. S and HS U.S George Washington’s Farewell Address Lesson George Washington’s Farewell Address left guidelines that he hoped would Description empower the young nation to grow in strength and remain independent. The students will work in groups to read a section of his address and summarize the main points he made. They will then share their summaries with the class as their colleagues take notes. The class will discuss how his beliefs relate to the United States today. Objectives International Relations: Students will be able to (SWBAT) explain President Washington’s view of the proper relationship between the United States and foreign nations. Partisanship / Political Parties: SWBAT analyze and evaluate President Washington’s critique of excessive partisanship and faction; SWBAT discuss the contemporary political situation based on Washington’s critique of the “spirit of party.” Nationalism/Federalism: SWBAT list the reasons given by Washington for the advantages of the union over individual sovereignty of the states; SWBAT infer Washington’s views on “states’ rights” or “federalism” from this discussion. Constitutionalism: SWBAT describe President Washington’s views on the advantages of checks and balances and constitutional government. Relationship between Religion, Morals, and Politics: SWBAT evaluate and explain the importance Washington placed on religion and virtue in sustaining free government. Essential 1. George Washington contended that the geographic situation of the United Questions States allowed it to maintain its distance from the political problems and wars of Europe. Did the early citizens follow his guideline? Does this hold true today? Why or why not? Does the U. -
Pennsylvania
pittsbu gh PROPERTY OF TWIN LIGHTS PUBLISHERS PROPERTY OF TWIN LIGHTS PUBLISHERS pennsylvania a PHOTOGRAPHIC PORTRAIT PROPERTY OF TWIN LIGHTS PUBLISHERS PROPERTY OF TWIN LIGHTS PUBLISHERS PROPERTY OF TWIN LIGHTS PUBLISHERS PROPERTY OF TWIN LIGHTS PUBLISHERS PROPERTY OF TWIN LIGHTS PUBLISHERS PROPERTY OF TWIN LIGHTS PUBLISHERS PROPERTY OF TWIN LIGHTS PUBLISHERS PROPERTY OF TWIN LIGHTS PUBLISHERS photography by amy cicconi narrative by PROPERTY OF TWIN LIGHTS PUBLISHERS PROPERTYchristy repepOF TWIN LIGHTS PUBLISHERS PROPERTY OF TWIN LIGHTS PUBLISHERS PROPERTY OF TWIN LIGHTS PUBLISHERS pittsbu gh pennsylvania PROPERTY OF TWIN LIGHTS PUBLISHERS PROPERTY OF TWIN LIGHTS PUBLISHERS PROPERTY OF TWIN LIGHTS PUBLISHERS PROPERTY OF TWIN LIGHTS PUBLISHERS PROPERTY OF TWIN LIGHTS PUBLISHERS PROPERTY OF TWIN LIGHTS PUBLISHERS a photographic portrait PROPERTY OF TWIN LIGHTS PUBLISHERS PROPERTY OF TWIN LIGHTS PUBLISHERS PHOTOGRAPHY BY AMY CICCONI NARRATIVE BY CHRISTY REPEP PROPERTY OF TWIN LIGHTS PUBLISHERSTWIN LIGHTS PUBLISHERS | ROCKPORT, PROPERTY MASSACHUSETTS OF TWIN LIGHTS PUBLISHERS Copyright © 2016 by Twin Lights Publishers, Inc. All rights reserved. No part of this book may be reproduced in any form without written permission of the copyright owners. All images in this book have been reproduced with the knowledge and prior consent of the artists PROPERTY OF TWIN LIGHTSconcerned and PUBLISHERSno responsibility is accepted PROPERTY OF TWIN LIGHTS PUBLISHERS by producer, publisher, or printer for any infringement of copyright or otherwise, arising -
Non-Colonists in the American Revolution
Non-Colonists in the American Revolution Non-Colonists in the American Revolution by ReadWorks French fleet (left) against British fleet (right) in Second Battle of the Virginia Capes From the point of view of some Europeans, the American Revolution pitted the ideals of the Enlightenment, republicanism, and democracy against Europe's established order, as exemplified by Britain. Some countries found that watching wasn't enough-they joined the fight. One of these countries was France. Without France, a very important ally of America in the Revolutionary War, the Americans might not have defeated the British army. The French supported the Americans for a number of reasons. A weakened England could only heighten France's status and influence-both in Western Europe and around the world as various countries competed to establish colonies. Some French might have been seeking payback. Only twelve years before the American Revolution, France was at war with Britain in the Seven Years' War, and they lost. This resulted in France being forced to give North American territories to Britain. Five months after the Declaration of Independence was signed, Benjamin Franklin traveled to Paris. He hoped to explain the revolutionary cause to the French and enlist their support. Franklin was already popular in France for his writings and scientific discoveries, and he was able to secure French support. At first, France supported the Americans only in secret. Gunpowder, ammunition, weapons, and money were smuggled into the country, hidden in commercial ships. Military strategists crossed the Atlantic to advise Continental Army military commanders. In February 1778, France officially recognized the United States (following the Battle of Saratoga, in which the Continental Army decisively defeated the British army and gave a resurgence of hope to the Americans' fight for independence), and the countries signed an alliance. -
District of Columbia Social Studies Pre-K Through Grade 12 Standards
SOCIAL STUDIES District of Columbia Social Studies Pre-K through Grade 12 Standards SOCIAL STUDIES Contents Introduction . 2 Grade 4 — U.S. History and Geography: Making a New Nation . 18 Prekindergarten — People and How They Live . 6 The Land and People before European Exploration . 18 Age of Exploration (15th–16th Centuries). 18 People and How They Live . 6 Settling the Colonies to the 1700s . 19 Economics . 6 The War for Independence (1760–1789) . 20 Time, Continuity, and Change . 7 Geography . 7 Grade 5 — U.S. History and Geography: Westward Expansion Civic Values and Historical Thinking. 7 to the Present . 22 Kindergarten — Living, Learning, and Working Together. 8 The New Nation’s Westward Expansion (1790–1860) . 22 The Growth of the Republic (1800–1860) . 22 Geography . 8 The Civil War and Reconstruction (1860–1877). 23 Historical Thinking . 8 Industrial America (1870–1940) . 24 Civic Values . 8 World War II (1939–1945) . 25 Personal and Family Economics . 9 Economic Growth and Reform in Contempory America Grade 1 — True Stories and Folktales from America (1945–Present) . 26 and around the World . 10 Grades 3–5 — Historical and Social Sciences Analysis Skills . 28 Geography . 10 Chronology and Cause and Effect . 28 Civic Values . 10 Geographic Skills . 28 Earliest People and Civilizations of the Americas . 11 Historical Research, Evidence, and Point of View . 29 Grade 2 — Living, Learning, and Working Now and Long Ago . 12 Grade 6 — World Geography and Cultures . 30 Geography . 12 The World in Spatial Terms . 30 Civic Values . 12 Places and Regions . 30 Kindergarten–Grade 2 — Historical and Social Sciences Human Systems . -
The French and Indian War 1754-1763 Teacher's Education Kit
French The and Indian War 1754-1763 Teacher’s Education Kit Grades 4-6 9 Indian Nations and French and Indian War Forts 1754-1760 Fortress Louisbourg MALESEET MICMAC Québec C ha ua R I O R e d P E c ie S U n r E e e K r w a L S t P n e i K a N n e o S Richelieu n b NIPPISSING nI e s Montréal b c Sault Ste-Marie o ALGONQUIN A e c t T ABENAKIN Lake U Ft. MichilimackinacL Valcour Bay Champlain A K O E H Ft. Saint-Frederic M U Ft. Frontenac (Crown Point) R O Ft. Carillon MENOMINEE (Ticonderoga) N OTTAWA N Lake George Portsmouth Fort La Baye A N Ft. William Henry I O I C (Fort Edward Augusta) A R O N T A Ft. Edward Ft. Toronto A K E K o G L Ft. Oswego A H n I n Mohawk G C e H AW c A t OT i C A c I Albany Boston D u WINNEBAGO D Ft. Niagara H A OH t N L u M MASCOUTEN N A D d M A O I A s G o E SAUK Y A U N A E P n K C O N W Y R P Newport A E A O O L N A D LAKE ERIE C R e KICKAPOO la New Haven E A w KEY Ft. Detroit Ft. Presque Isle S a C re S Ft. Le Boeuf U Ft.