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Items Are 12Mo. Or 8Vo. in Orig. Binding & in Good Condition
FOREWORD (PLEASE READ CAREFULLY BEFORE ORDERING) Terms of Sale: All items subject to prior sale. Condition: All items are 12mo. or 8vo. in orig. binding & in good condition unless otherwise noted. D.j.s noted when present. Returns: All items are returnable within 10 days for any reason. Domestic Shipping: $4 for the first book/volume, $1 for each add’l, or $6 for Priority Mail & UPS, $1 for each add’l. Foreign Shipping: At cost. Sales Tax: Residents of Virginia please add 5% sales tax. GLOSSARY OF TERMS USED 4to - quarto - usually 14” c. - circa (about, approximately) c.i.i. - complete in itself e.p. - end paper ffep - front free e.p. fine - virtually new, crisp good - no technical blemishes, cosmetics noted HGAH - Harvard Guide Amer. Hist. laid down - glued to a page laid in - laid loose into item not net - not on 13 million vol. Internet List NUC/OCLC - shows participating libraries with copies reading copy - substituted until something better removed - a pamphlet, bd. with others, now freed SMR - sheet music, removed t.e.g. - top edge gilt t.p. - title page v.g. - expected aging, still very, very acceptable INDEX A more detailed index available at our web page list, with each entry hyperlinked to corresponding description. Afro-American/Black 1,51,59-61,82,154,155,169,175 American Revolution 3,69-72 Appalachia 4,13,73-81,112,117,125,128,129,139,159, 197,200 Architecture 5,43,83,84,89,192 Autograph 42,62,67,73,76,88-94,171,195 Civil War 6-11,87,98-101,129,176,200 Colonial 5,66,103-106,111,113,142,148 Cookery 12-22,109,110 Genealogy -
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. -
Segment 2, Webisode 2
Please note: Each segment in this Webisode has its own Teaching Guide Washington’s March to Valley Forge Valley Forge Historical Society After unsuccessfully engaging the British in a battle to prevent the capture of Philadelphia, Washington led his twelve thousand Continental soldiers into winter quarters at Valley Forge, Pennsylvania. Although no military engagements were fought at Valley Forge, during the winter of 1777-78, the patriot soldiers waged an epic battle against deprivation, disease, and discouragement. Washington’s ill-fed, ill-equipped army, exhausted from long marches, worked in six-inch-deep snow to build log huts and defenses. Undernourished, inadequately clothed, and living in crowded, damp quarters, the men fell sick, with disease killing as many as 2,000. Although Washington petitioned Congress for relief, the fledgling treasury was unable to provide it. Nevertheless, Washington, assisted by Prussian General von Steuben, created an effective, well-trained fighting force. By spring, the army had been transformed in its crucible of suffering. Buoyed by new supplies and troops and the French guarantee of military aid, the Continental army emerged strong, well-disciplined, and confident. Teacher Directions 1. Students, in small teams, discuss the following questions. • What events and conditions might have discouraged the soldiers at Valley Forge? • What kind of picture does Dr. Waldo paint of the conditions at Valley Forge? What additional burdens might a doctor face in these conditions? • Why did the men lack provisions? • What happened at Valley Forge in spite of—or perhaps because of— the hardships endured? 2. Make sure students understand the following points in discussing the questions. -
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 -
With Portuguese Statues in the United States of America: João Rodrigues Cabrilho, Peter Francisco, and Catarina De Bragança
‘playing in the Dark’ with portuguese Statues in the united States of America: João Rodrigues Cabrilho, peter Francisco, and Catarina de Bragança reinAldo FrAncisco silvA* keywords: Portuguese American statues in the United States of America, Juan Rodriguez Cabrillo, Peter Francisco, Catherine of Braganza. palavras-chave: Estátuas luso-americanas nos Estados Unidos da América, João Rodrigues Cabrilho, Peter Francisco, Catarina de Bragança. As I have shown in chapter two, “Scientific Racism and the Origins of Anti-Portuguese Stereotypes” of Representations of the Portuguese in American Literature, representations of the Portuguese in American fiction are clearly predicated on prevailing theories of race in America at those times. As Eric J. Sundquist has claimed in To Wake the Nations: Race in the Making of American Literature, this former slaveholding country is one where “race remains very much at the center of […] experience.” (Sundquist, 1993: 17). It was simply impossible for the Portuguese not to be viewed through the lens of racial theories. Race and racism, Toni Morrison reminds us in Playing in the Dark: Whiteness and the Literary Imagination, are issues that literary critics have resisted addressing, as “silence and evasion have historically ruled literary discourse. Evasion has fostered another, substitute language in which the issues are encoded” (cf. Morrison, 1993: 9-10).1 Like Morrison, I also wish to “identify those moments when American literature was complicit in the fabrication of racism” (ibid.: 16). To achieve this goal one must, she rightly maintains, “avert the critical gaze from the racial object to the racial subject; from the described and imagined to the describers * Departamento de Línguas e Culturas da Universidade de Aveiro. -
The Day of Portugal and Portuguese Heritage, Social Exclusion, and Imagined Mobilities: Legacies of Racialized Migrant Industrial Labor in Contemporary New England
MIGUEL MONIZ The Day of Portugal and Portuguese Heritage, Social Exclusion, and Imagined Mobilities: Legacies of Racialized Migrant Industrial Labor in Contemporary New England ABSTRACT: Commemorations and monument dedications have been part of Portu- guese-speaking migrant place-making and as responses to social exclusion in New En- gland since these arrivals settled in and built industrial and agricultural worker com- munities beginning in the late nineteenth century. The racialization of migrant laborer identities imposed by discourse and law and supported by scientific studies relying upon genetic data, assisted politicians and elites during the second Industrial Revolu- tion to limit the civic and labor organization rights of workers. This study examines the complex history of Portuguese worker strategies to confront their civic, social, and ra- cial assimilability through civic associations that organized migrant participation in U.S. national celebrations (Fourth of July, Pilgrim ceremonies, war veterans’ memorials) and migrant community commemorations (including Portuguese heritage days and mon- ument dedications like Dighton Rock). Contemporary Day of Portugal celebrations and other heritage dedications that shape social participation in multi-cultural democracy are examined in light of the legacies of white nationalist strategies advocating for Por- tuguese social mobility. The study examines how some of the ritual elements of today’s celebrations yet promote discourses of racialized laborer hierarchies. KEYWORDS: monuments and commemorations, “black” and “white” Portuguese, asso- ciations and associativism RESUMO: Comemorações e dedicatórias de monumentos têm feito parte da construção de “place making” de migrantes lusófonas e como respostas à exclusão social na Nova Inglaterra desde que estes migrantes se estabeleceram em comunidades de trabalhado- res industriais e agrícolas a partir do final do século XIX. -
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. -
GUILFORD COURTHOUSE UNITED STATES DEPARTMENT of the INTERIOR Stewart L
GUILFORD COURTHOUSE UNITED STATES DEPARTMENT OF THE INTERIOR Stewart L. Udall, Secretary NATIONAL PARK SERVICE Conrad L. Wirth, Director HISTORICAL HANDBOOK NUMBER THIRTY This publication is one of a series of handbooks describing the historical and archeological areas in the National Park System administered by the National Park Service of the United States Department of the Interior. It is printed by the Government Printing Office and may be purchased from the Superintendent of Documents, Washington 25, D.C. Price 35 cents. FOR YOUR SAFETY F«d«tri.„, Tlewln< the hattM. forgetful .nj • ««ei«i can become •c""' •"«« "inttentive to tr.ffi. n D• •~~ .,..„ .„., „r„, „;;,"x "»-" GUILFORD COURTHOUSE National Military Park NORTH CAROLINA by Courtland T. Reid (Based on original historical narrative by William P. Brandon) NATIONAL PARK SERVICE HISTORICAL HANDBOOK SERIES NO. 30 Washington, D.C., 1959 (Reprint 1961) The National Park System, of which Guilford Courthouse National Military Park is a unit, is dedicated to con serving the scenic, scientific, and historic heritage of the United States for the benefit and inspiration of its people. Contents Page THE SOUTHERN CAMPAIGN 1 SWEEP THROUGH GEORGIA 3 SIEGE OF CHARLESTON 3 BATTLE OF CAMDEN 3 BATTLE OF KINGS MOUNTAIN 5 GREENE APPOINTED SOUTHERN COMMANDER 6 BATTLE OF COWPENS 7 RACE FOR THE RIVER CROSSINGS 10 THE BATTLE OF GUILFORD COURTHOUSE BEGINS 11 AMERICAN LINES 12 BRITISH LINES 14 ATTACK ON THE FIRST LINE 17 ATTACK ON THE SECOND LINE 17 ATTACK ON THE THIRD LINE 20 AMERICAN WITHDRAWAL 22 THE ROAD TO YORKTOWN 23 GUIDE TO THE AREA 27 THE GUILFORD BATTLE GROUND COMPANY 35 ESTABLISHMENT OF THE NATIONAL MILITARY PARK... -
1 from Gary Nash, the Unknown American Revolution: “Fighting To
From Gary Nash, The Unknown American Revolution: “Fighting to Be Free” If any group within America's diversified people came close to answering John Adams's plea that "we must all be soldiers," it was black Americans. No part of revolutionary society responded to the call for arms with anywhere near the enthusiasm of those who were black. Proportionate to their number, African American males—and some females—were more likely to join the fray than white Americans. But, as we will see, Adams should have been careful about what he wished for, because the "spirit of '76" manifested among enslaved and free blacks mainly took the form of fighting against the side that proclaimed all men were born free, equal, and endowed with certain unalienable rights. Those who fought at Lexington and Concord in April 1775 must have noticed the dusky Lemuel Haynes among the contingent of militiamen from Granville, Massachusetts, who rushed to the scene. Born in West Hartford, Connecticut, Haynes was twenty-two at the time. He was the son of a full-blooded African and a young white woman. After his mother gave him up when he was just five months of age, the town's selectmen indentured Haynes out to a farmer and Congregational church deacon in Granville, Massachusetts. There on the frontier he learned to plough, chop wood, and read. "I could vie with almost any of my age," he wrote many years later in telling of his love for books.37 Full of martial ardor, Haynes joined the local militia in Granville in 1774. -
African-Americans in the Revolution
African-Americans in the Revolution OBJECTIVES The student will be able to: In “The Negro in the American Revolution,” Benjamin Quarles 1) list the responsibilities said the African-American was “a participant and a symbol. He was of African-American soldiers active on the battlefronts and behind the lines . The Negro’s role in the Revolution, and; in the Revolution can best be understood by realizing that his major loyalty was not to a place nor to a people, but to a principle. Insofar 2) discuss the contributions as he had freedom of choice, he was likely to join the side that made of at least three African- him the quickest and best offer in terms of those ‘unalienable rights’ Americans of the era. of which Mr. Jefferson had spoken.” 3) identify duties African-Americans served in the Massachusetts companies and in most often performed by the state militias of northern states. The Rhode Island regiment at African-Americans. Yorktown was three-fourths black. African-Americans also served in the navy. It is estimated that about 5,000 African-Americans served in the war. Many African-Americans fought with the British since the British commander, Sir Henry Clinton, offered freedom to slaves who would fight for the King. The British used the runaway slaves as guides, spies and laborers (carpenters, blacksmiths, etc.). By using the African-Americans as laborers, whites were free to be soldiers. Many slaves left when the British evacuated after the end of the war. Quarles says. “Thousands of Negroes were taken to other islands in the British West Indies . -
History in the Making
Chapter Eight: The American Revolution C o nt e nt s 8.1 INTRODUCTION ................................................................................................ 330 8.1.1Learning Outcomes .......................................................................................330 8.2THE SECOND CONTINENTAL CONGRESS, 1775-1781 .........................................331 8.2.1Movement toward Independence, 1775-1776 ....................................................333 8.2.2The Declaration of Independence ..................................................................... 333 8.2.3Before You Move On... .................................................................................... 336 Key Concepts ................................................................................................... 336 Test Yourself .................................................................................................... 336 8.3REVOLUTIONARY WAR BATTLES ...................................................................... 337 8.3.1 Bunker Hill, June 16, 1775 ............................................................................ 338 8.3.2 Quebec, December 31, 1775 ......................................................................... 340 8.3.3 Long Island, also known as Brooklyn Heights, August 27, 1776 .......................... 341 8.3.4 Battle of Trenton, December 26, 1776 ............................................................ 344 8.3.5 Battle of Saratoga, NY, September 19-October 17, 1777 ..................................