The American Revolution
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Benjamin Franklin Papers [Finding Aid]. Library of Congress. [PDF
Benjamin Franklin Papers A Finding Aid to the Collection in the Library of Congress Manuscript Division, Library of Congress Washington, D.C. 2000 Revised 2018 January Contact information: http://hdl.loc.gov/loc.mss/mss.contact Additional search options available at: http://hdl.loc.gov/loc.mss/eadmss.ms003048 LC Online Catalog record: http://lccn.loc.gov/mm73021451 Prepared by Division Staff Revised and expanded by Donna Ellis Collection Summary Title: Benjamin Franklin Papers Span Dates: 1726-1907 Bulk Dates: (bulk 1770-1789) ID No.: MSS21451 Creator: Franklin, Benjamin, 1706-1790 Extent: 8,000 items ; 40 containers ; 12 linear feet ; 12 microfilm reels Language: Collection material in English Location: Manuscript Division, Library of Congress, Washington, D.C. Summary: Statesman, publisher, scientist, and diplomat. Correspondence, journals, records, articles, and other material relating to Franklin's life and career. Includes manuscripts (1728) of his Articles of Belief and Acts of Religion; negotiations in London (1775); letterbooks (1779-1782) of the United States legation in Paris; records (1780-1783) of the United States peace commissioners, including journals kept by Franklin and Richard Oswald; and papers (1781-1818) of Franklin's grandson, William Temple Franklin (1760-1823). Selected Search Terms The following terms have been used to index the description of this collection in the Library's online catalog. They are grouped by name of person or organization, by subject or location, and by occupation and listed alphabetically therein. People Adams, John, 1735-1826--Correspondence. Bache, Richard, 1737-1811--Correspondence. Carmichael, William, -1795--Correspondence. Cushing, Thomas, 1725-1788--Correspondence. Dumas, Charles Guillaume Frédéric, 1721-1796--Correspondence. -
Chapter 4-5: Study Focus • Essay Format Essential Questions 9
Chapter 4-5: Study Focus • Essay Format Essential Questions 9. What were The Coercive Acts of 19. What were the central 1774 (the Intolerable Acts) and why ideas and grievances expressed Content Standard 1: The student were they implemented? will analyze the foundations of in the Declaration of Indepen- dence? the United States by examining 10. Why was the First Continental the causes, events, and ideolo- Congress formed? gies which led to the American 20. How did John Locke‛s the- Revolution. ory of natural rights infl uence 11. What happened at the Battles of the Declaration of Indepen- Lexington and Concord and what was dence? 1. What were the political and eco- the impact on colonial resistance? nomic consequences of the French and Indian War on the 13 colo- 21. What is the concept of the 12. What was the purpose of Patrick social contract? nies? Henry‛s Give Me Liberty or Give Me Death speech? 2. What were the British imperial 22. What are the main ideals policies of requiring the colonies to 13. What was the purpose of and established in the Declaration pay a share of the costs of defend- main arguments made by Thomas of Independence? ing the British Empire? Paine‛s pamphlet Common Sense? 23. What were the contribu- 3. What the Albany Plan of Union? 14. What were the points of views tions of Thomas Jefferson of the Patriots and the Loyalists and the Committee of Five in 4. What was the signifi cance of the about independence? drafting the Declaration of Proclamation of 1763? Independence. -
Signers of the United States Declaration of Independence Table of Contents
SIGNERS OF THE UNITED STATES DECLARATION OF INDEPENDENCE 56 Men Who Risked It All Life, Family, Fortune, Health, Future Compiled by Bob Hampton First Edition - 2014 1 SIGNERS OF THE UNITED STATES DECLARATION OF INDEPENDENCE TABLE OF CONTENTS INTRODUCTON Page Table of Contents………………………………………………………………...………………2 Overview………………………………………………………………………………...………..5 Painting by John Trumbull……………………………………………………………………...7 Summary of Aftermath……………………………………………….………………...……….8 Independence Day Quiz…………………………………………………….……...………...…11 NEW HAMPSHIRE Josiah Bartlett………………………………………………………………………………..…12 William Whipple..........................................................................................................................15 Matthew Thornton……………………………………………………………………...…........18 MASSACHUSETTS Samuel Adams………………………………………………………………………………..…21 John Adams………………………………………………………………………………..……25 John Hancock………………………………………………………………………………..….29 Robert Treat Paine………………………………………………………………………….….32 Elbridge Gerry……………………………………………………………………....…….……35 RHODE ISLAND Stephen Hopkins………………………………………………………………………….…….38 William Ellery……………………………………………………………………………….….41 CONNECTICUT Roger Sherman…………………………………………………………………………..……...45 Samuel Huntington…………………………………………………………………….……….48 William Williams……………………………………………………………………………….51 Oliver Wolcott…………………………………………………………………………….…….54 NEW YORK William Floyd………………………………………………………………………….………..57 Philip Livingston…………………………………………………………………………….….60 Francis Lewis…………………………………………………………………………....…..…..64 Lewis Morris………………………………………………………………………………….…67 -
Section 7-1: the Revolution Begins
Name: Date: Chapter 7 Study Guide Section 7-1: The Revolution Begins Fill in the blanks: 1. The First Continental Congress was a meeting of delegates from various colonies in September of 1774 to discuss the ongoing crisis with Britain. 2. The Minutemen were members of the Massachusetts militia that were considered ready to fight at a moment’s notice. 3. General Thomas Gage was the British military governor of Massachusetts, and ordered the seizure of the militia’s weapons, ammunition, and supplies at Concord. 4. The towns of Lexington and Concord saw the first fighting of the American Revolution. 5. The “Shot heard ‘round the world” was the nickname given to the first shot of the American Revolution. 6. Americans (and others) referred to British soldiers as Redcoats because of their brightly colored uniforms. 7. At the Second Continental Congress, colonial delegates voted to send the Olive Branch Petition to King George III and created an army led by George Washington. 8. The Continental Congress created the Continental Army to defend the colonies against British aggression. 9. George Washington took command of this army at the request of the Continental Congress. 10. The Continental Congress chose to send the Olive Branch Petition to King George III and Parliament, reiterating their desire for a peaceful resolution to the crisis. 11. Siege is a military term that means to surround a city or fortress with the goal of forcing the inhabitants to surrender due to a lack of supplies. 12. Benedict Arnold and Ethan Allan captured Fort Ticonderoga in New York, allowing George Washington to obtain much needed supplies and weapons. -
Black Pilots, Patriots, and Pirates: African-American Participation in the Virginia State and British Navies During the Revolutionary War in Virginia
W&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects 2000 Black Pilots, Patriots, and Pirates: African-American Participation in the Virginia State and British Navies during the Revolutionary War in Virginia Kolby Bilal College of William & Mary - Arts & Sciences Follow this and additional works at: https://scholarworks.wm.edu/etd Part of the African History Commons, European History Commons, Military History Commons, and the United States History Commons Recommended Citation Bilal, Kolby, "Black Pilots, Patriots, and Pirates: African-American Participation in the Virginia State and British Navies during the Revolutionary War in Virginia" (2000). Dissertations, Theses, and Masters Projects. Paper 1539626268. https://dx.doi.org/doi:10.21220/s2-4hv4-ds79 This Thesis is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Dissertations, Theses, and Masters Projects by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. BLACK PILOTS, PATRIOTS, AND PIRATES African-American Participation in the Virginia State and British Navies During the Revolutionary War in Virginia A Thesis Presented to The Faculty of the Department of History The College of William and Mary in Virginia In Partial Fulfillment Of the Requirements for the Degree of Master of Arts by Kolby Bilal 2000 APPROVAL SHEET This thesis is submitted in partial fulfillment of the requirements for the degree of Master of Arts by Bilal Approved, April 2000 James Axtell John Sel f U J Ronald Schecter For Michael and all of the other African American navy veterans who preceded him honor, courage, and dignity TABLE OF CONTENTS Page ACKNOWLEDGEMENTS v ABSTRACT vi INTRODUCTION 2 CHAPTER I 11 CHAPTER II 29 CONCLUSION 39 BIBLIOGRAPHY 43 VITA 47 iv ACKNOWLEDGEMENTS I wish to express my appreciation to Professor James Axtell, under whose guidance this thesis was prepared, for his attempts to make me a better writer. -
American Self-Government: the First & Second Continental Congress
American Self-Government: The First and Second Continental Congress “…the eyes of the virtuous all over the earth are turned with anxiety on us, as the only depositories of the sacred fire of liberty, and…our falling into anarchy would decide forever the destinies of mankind, and seal the political heresy that man is incapable of self-government.” ~ Thomas Jefferson Overview Students will explore the movement of the colonies towards self-government by examining the choices made by the Second Continental Congress, noting how American delegates were influenced by philosophers such as John Locke. Students will participate in an activity in which they assume the role of a Congressional member in the year 1775 and devise a plan for America after the onset of war. This lesson can optionally end with a Socratic Seminar or translation activity on the Declaration of Independence. Grades Middle & High School Materials • “American Self Government – First & Second Continental Congress Power Point,” available in Carolina K- 12’s Database of K-12 Resources (in PDF format): https://k12database.unc.edu/wp- content/uploads/sites/31/2021/01/AmericanSelfGovtContCongressPPT.pdf o To view this PDF as a projectable presentation, save the file, click “View” in the top menu bar of the file, and select “Full Screen Mode” o To request an editable PPT version of this presentation, send a request to [email protected] • The Bostonians Paying the Excise Man, image attached or available in power point • The Battle of Lexington, image attached or available in power -
A LONG ROAD to ABOLITIONISM: BENJAMIN FRANKLIN'stransformation on SLAVERY a University Thesis Presented
A LONG ROAD TO ABOLITIONISM: BENJAMIN FRANKLIN’STRANSFORMATION ON SLAVERY ___________________ A University Thesis Presented to the Faculty of of California State University, East Bay ___________________ In Partial Fulfillment of the Requirements for the Degree Master of Arts in History ___________________ By Gregory McClay September 2017 A LONG ROAD TO ABOLITIONISM: BENJAMIN FRANKLIN'S TRANSFORMATION ON SLAVERY By Gregory McClay Approved: Date: ..23 ~..(- ..2<> t""J ;.3 ~ ~11- ii Scanned by CamScanner Table of Contents Introduction………………………………………………………………………………1 Existing Research………………………………………………………………….5 Chapter 1: A Man of His Time (1706-1762)…………………………………………….12 American Slavery, Unfree Labor, and Franklin’s Youth………………………...12 Franklin’s Early Writings on Slavery, 1730-1750……………………………….17 Franklin and Slavery, 1751-1762………………………………………………...23 Summary………………………………………………………………………....44 Chapter 2: Education and Natural Equality (1763-1771)………………………………..45 John Waring and the Transformation of 1763…………………………………...45 Franklin’s Ideas on Race and Slavery, 1764-1771……………………………....49 The Bray Associates and the Schools for Black Education……………………...60 The Georgia Assembly…………………………………………………………...63 Summary…………………………………………………………………………68 Chapter 3: An Abolitionist with Conflicting Priorities (1772-1786)…………………….70 The Conversion of 1772…………….……………………………………………72 Somerset v. Stewart………………………………………………………………75 Franklin’s Correspondence, 1773-1786………………………………………….79 Franklin’s Writings during the War Years, 1776-1786………………………….87 Montague and Mark -
Treaty of Alliance with France - February 6, 1778
Treaty of Alliance with France - February 6, 1778 Before Thomas Jefferson penned the Declaration of Independence, America’s Continental Congress created a secret committee. Its members were authorized to seek help from sympathetic European countries who could aid the cause of American Independence from Britain. The Committee was formed in November of 1775. As it happened, France was interested in helping the Colonies. Among other things, aiding the Americans was a way for France to pay-back Britain for using American Colonials (like George Washington) to defeat French claims to North-American territory during the Seven-Year (“French and Indian”) War. In the early fall of 1776—when Benjamin Franklin was still the most well-known American in the world—the Second Continental Congress tapped him to negotiate with France. The now-aging Franklin was especially popular in France where his groundbreaking ideas about lightning and electricity had been tested by Frenchmen. Franklin traveled to France with his two grandsons, 17-year-old William Temple Franklin and 17-year-old Benjamin Franklin Bache. It would ultimately prove to be an eventful trip. Although France was already helping the American cause, Franklin asked for more. He met with Charles Gravier—the French Foreign Minister who was also known as Compte de Vergennes—on the 28th of December, 1776. Franklin wanted a Treaty, between France and America, but France was initially reluctant. Would a treaty put France in a difficult situation with Britain? After all, why wouldn’t King George III and Parliament view a French agreement with America as a direct confrontation by France against Britain? And … what if America lost the war for independence? An American victory, by December of 1776, was far from certain. -
Will and Codicil I Benjamin Franklin of Philadelphia, Printer, Late Minister Plenipotentiary from the United States of America
Will and Codicil I Benjamin Franklin of Philadelphia, printer, late Minister Plenipotentiary from the United States of America to the Court of France, now President of the State of Pennsylvania, do make and declare my last will and testament as follows:— To my Son William Franklin late Governor of the Jerseys, I give and devise all the lands I hold or have a right to, in the province of Nova Scotia, to hold to him, his heirs, and assigns forever. I also give to him all my books and papers, which he has in his possession, and all debts standing against him on my account books, willing that no payment for, nor restitution of, the same be required of him, by my executors. The part he acted against me in the late war, which is of public notoriety, will account for my leaving him no more of an estate he endeavoured to deprive me of. Having since my return from France demolished the three houses in Market Street, between Third and Fourth Streets, fronting my dwelling-house, and erected two new and larger ones on the ground, and having also erected another house on the lot which formerly was the passage to my dwelling, and also a printing-office between my dwelling and the front houses; now I do give and devise my said dwelling-house, wherein I now live, my said three new houses, my printing-office and the lots of ground thereto belonging; also my small lot and house in Sixth Street, which I bought of the widow Henmarsh; also my pasture-ground which I have in Hickory Lane, with the buildings thereon; also my house and lot on the north side of -
HIS 336: the Revolutionary Era: Slavery and the American Revolution 1764-1789 (GHP/ GMO) RM: 2211 MHRA Time: 5:00-6:15 Mon
HIS 336: The Revolutionary Era: Slavery and the American Revolution 1764-1789 (GHP/ GMO) RM: 2211 MHRA Time: 5:00-6:15 Mon. and Wed. Instructor: Richard Smith ([email protected]) Office Hours: MHRA 2104 2:30-4:30 M,W Department of History: https://his.uncg.edu/ https://www.facebook.com/UNCGDepartmentofHistory/ Course Introduction: The primary purpose of this course is to discuss the close connections between slavery and the Revolutionary Era. The American Revolution is the most pivotal moment in American History as it created the United States. During the American Revolution an Englishman, Dr. Samuel Johnson posited the question: “How is it that we hear the loudest yelps of liberty from the drivers of Negroes?” This quote suggests the close relationship between slavery and the push for revolution against Great Britain. For many Southerners during this period, the push for independence and their participation in the creation of state and national governments was an effort to secure and protect slavery as an economic, political, and social institution. Blacks, both enslaved and free, also played a crucial role in the conflict for both sides and their participation had a profound impact on the southern states. General Education Historical Perspectives (GHP): 1. Students will apply a historical approach to analyze and contextualize primary and secondary sources. 2. Students will use evidence to interpret the past coherently, orally, and/or writing. Course Objectives/Learning Outcomes: 1. Students will be able to recognize slavery as a political issue. 2. Students will learn to identify the connections between slavery and the American Revolution. -
Was the American Revolution Avoidable? - Supporting Question 4
Was the American Revolution Avoidable? - Supporting Question 4 S.S. 4–I will explain what efforts were made to avoid war with the British before the American Revolution. - C3 STANDARD D2.HIS.16.6-8 4 3.5 3 2.5 2 1 0 The student will... Provide essential facts Provide important Provide basic and details from the facts and details vocabulary and source material and from the source simpler details to In addition to In addition to other sources to material to explain partially explain No level 3.0 level 2.0 With help, the comprehensively explain what efforts were what efforts were understanding performance, performance, student can what efforts were made made to avoid war made to avoid of very simple the student the student perform 2.0 to avoid war with the with the British war with the content or shows partial shows partial and 3.0 British before the before the British before the missing success at success at expectations. American Revolution American American evidence. level 4.0 level 3.0 and properly cited the Revolution and Revolution. sources. properly cited the sources. Supporting Question 4 What efforts were made to avoid war? Formative Performance Task Write a second claim supported by evidence for how efforts were made to avoid war. - cite your sources Featured Sources ❏ Background Information #1: What was the Olive Branch Petition? ❏ Background Information #2: Repeal of the Stamp Act ❏ Source A: Repeal of the Stamp Act ❏ Source B: Olive Branch Petition ❏ Source C: Excerpt from Plain Truth ❏ History Channel Source: Olive Branch Petition The fourth supporting question—“What efforts were made to avoid war?”—turns to the actions of people who worked to avoid war between Great Britain and the colonists. -
Dr. Franklin, Citizen Scientist
DR. FRANKLIN, FRANKLIN, DR. CITIZEN SCIENTIST CITIZEN CITIZEN SCIENTIST CITIZEN SCIENTIST Janine Yorimoto Boldt With contributions by Emily A. Margolis and Introduction by Patrick Spero Edited by the Contents 5 INTRODUCTION Patrick Spero Published on the occasion of the exhibition 8 Dr. Franklin, Citizen Scientist April–December ACKNOWLEDGMENTS American Philosophical Society South Fifth Street 10 Philadelphia, PA ESSAY amphilsoc.org Dr. Franklin, Citizen Scientist is exhibition catalog was made possible by a grant from the Janine Yorimoto Boldt National Endowment for the Humanities. 41 A BENJAMIN FRANKLIN TIMELINE 42 ILLUSTRATED CHECKLIST Any views, ndings, conclusions, or recommendations expressed in this publication do not necessarily represent those of the Janine Yorimoto Boldt / Emily A. Margolis National Endowment for the Humanities. 106 EDITED BY the American Philosophical Society SELECTED BIBLIOGRAPHY PROJECT MANAGEMENT Mary Grace Wahl DESIGN barb barnett graphic design llc PRINTING Brilliant Graphics, Exton, PA Front cover: Charles Willson Peale, Portrait of Benjamin Franklin (detail), , APS. Inside front cover and last page: Adapted illustrations from Benjamin Franklin, Experiments and Observations on Electricity, rd ed. ( ), APS. Copyright © by the American Philosophical Society Library & Museum All rights reserved. Identiers: ISBN -- - - | LCCN Also available as a free downloadable PDF at: https://diglib.amphilsoc.org/franklinsenlightenment/ Introducti In , Benjamin Franklin and a group of other civically minded individuals got together to form something called the “American Philosophical Society.” Philosophy, at the time, had a much di¡erent meaning than it does today. To be a philosopher was to be one who systematically inquired into nature, often in ways that we would today consider science. e Society’s purpose was thus to “promote useful knowledge” by bringing the greatest thinkers in the British colonies together to share all that they knew and were learning.