The American Militia in the War of 1812 Adam Franti
Total Page:16
File Type:pdf, Size:1020Kb

Load more
Recommended publications
-
Notes on the Development of the Linguistic Society of America 1924 To
NOTES ON THE DEVELOPMENT OF THE LINGUISTIC SOCIETY OF AMERICA 1924 TO 1950 MARTIN JOOS for JENNIE MAE JOOS FORE\\ORO It is important for the reader of this document to know how it came to be written and what function it is intended to serve. In the early 1970s, when the Executive Committee and the Committee on Pub1ications of the linguistic Society of America v.ere planning for the observance of its Golden Anniversary, they decided to sponsor the preparation of a history of the Society's first fifty years, to be published as part of the celebration. The task was entrusted to the three living Secretaries, J M. Cowan{who had served from 1940 to 1950), Archibald A. Hill {1951-1969), and Thomas A. Sebeok {1970-1973). Each was asked to survey the period of his tenure; in addition, Cowan,who had learned the craft of the office from the Society's first Secretary, Roland G. Kent {deceased 1952),was to cover Kent's period of service. At the time, CO'flal'\was just embarking on a new career. He therefore asked his close friend Martin Joos to take on his share of the task, and to that end gave Joos all his files. Joos then did the bulk of the research and writing, but the~ conferred repeatedly, Cowansupplying information to which Joos v.t>uldnot otherwise have had access. Joos and HiU completed their assignments in time for the planned publication, but Sebeok, burdened with other responsibilities, was unable to do so. Since the Society did not wish to bring out an incomplete history, the project was suspended. -
Significance of the Battle of Detroit in August, 1812
War of 1812, Historical Thinking Project Lessons (Hux), Lesson 19 How Historically Significant was the 1812 Battle of Detroit? By Allan Hux Suggested grade level: intermediate / senior Suggested time: up to 2 periods Brief Description of the Task Students consider the circumstances that led to the Battle of Detroit and its dramatic outcome using group role-playing strategies. Historical Thinking Concepts • Historical Perspective-Taking • Historical Significance • Use of Evidence (primary and secondary) Learning Goals Students will: 1. Explore the different perspectives of First Nations, Great Britain, the colonists in Upper Canada, and the U.S.A. 2. Recognize the importance of the First Nations alliance with the British. 3. Examine the historical significance of the Battle of Detroit in August, 1812. Materials Photocopies of handouts. Masking tape, chalk, twine or string to create outline map of Upper Canada on the floor. Prior Knowledge It would be an asset for students to: • recognize some of the major causes and events leading up to the outbreak of the War of 1812 War of 1812, Historical Thinking Project Lessons (Hux), Lesson 19 Assessment • Individual student contributions to group work and group performance and a group Tableau. • Teacher feedback to groups. • Individual reflections on learning. Detailed Lesson Plan Focus Question: How significant was the British and First Nations victory at Detroit in July-August 1812? 1. Display a map of Upper and Lower Canada and the Ohio Country prior to the War of 1812 and have the students identify the areas of Canadian, First Nations and American settlement. See Appendix 1: Map of the Canadas and the Ohio Country.) 2. -
The Ohio National Guard Before the Militia Act of 1903
THE OHIO NATIONAL GUARD BEFORE THE MILITIA ACT OF 1903 A thesis submitted To Kent State University in partial Fulfillment of the requirements for the Degree of Master of Arts By Cyrus Moore August, 2015 © Copyright All rights reserved Except for previously published materials Thesis written by Cyrus Moore B.S., Ohio University, 2011 M.A., Kent State University, 2015 Approved by Kevin J. Adams, Professor, Ph.D., Department of History Master’s Advisor Kenneth J. Bindas, Professor, Ph.D, Chair, Department of History James L Blank, Ph.D., Dean, College of Arts and Sciences Table of Contents Introduction………………………………………………………………………………1 Chapter I. Republican Roots………………………………………………………19 II. A Vulnerable State……………………………………………………..35 III. Riots and Strikes………………………………………………………..64 IV. From Mobilization to Disillusionment………………………………….97 Conclusion…………………………………………………………………………….125 Bibliography…………………………………………………………………………..136 Introduction The Ohio Militia and National Guard before 1903 The second half of the nineteenth century witnessed a profound change in the militia in the United States. Driven by the rivalry between modern warfare and militia tradition, the role as well as the ideology of the militia institution fitfully progressed beyond its seventeenth century origins. Ohio’s militia, the third largest in the country at the time, strove to modernize while preserving its relevance. Like many states in the early republic, Ohio’s militia started out as a sporadic group of reluctant citizens with little military competency. The War of the Rebellion exposed the serious flaws in the militia system, but also demonstrated why armed citizen-soldiers were necessary to the defense of the state. After the war ended, the militia struggled, but developed into a capable military organization through state-imposed reform. -
Washington and Saratoga Counties in the War of 1812 on Its Northern
D. Reid Ross 5-8-15 WASHINGTON AND SARATOGA COUNTIES IN THE WAR OF 1812 ON ITS NORTHERN FRONTIER AND THE EIGHT REIDS AND ROSSES WHO FOUGHT IT 1 TABLE OF CONTENTS Illustrations Maj. Gen. Jacob Brown 3 Map upstate New York locations 4 Map of Champlain Valley locations 4 Chapters 1. Initial Support 5 2. The Niagara Campaign 6 3. Action on Lake Champlain at Whitehall and Training Camps for the Green Troops 10 4. The Battle of Plattsburg 12 5. Significance of the Battle 15 6. The Fort Erie Sortie and a Summary of the Records of the Four Rosses and Four Reids 15 7. Bibliography 15 2 Maj. Gen. Jacob Brown as depicted3 in an engraving published in 1862 4 1 INITIAL SUPPORT Daniel T. Tompkins, New York’s governor since 1807, and Peter B. Porter, the U.S. Congressman, first elected in 1808 to represent western New York, were leading advocates of a war of conquest against the British over Canada. Tompkins was particularly interested in recruiting and training a state militia and opening and equipping state arsenals in preparation for such a war. Normally, militiamen were obligated only for three months of duty during the War of 1812, although if the President requested, the period could be extended to a maximum of six months. When the militia was called into service by the governor or his officers, it was paid by the state. When called by the President or an officer of the U.S. Army, it was paid by the U.S. Treasury. In 1808, the United States Congress took the first steps toward federalizing state militias by appropriating $200,000 – a hopelessly inadequate sum – to arm and train citizen soldiers needed to supplement the nation’s tiny standing army. -
River Raisin National Battlefield Park Lesson Plan Template
River Raisin National Battlefield Park 3rd to 5th Grade Lesson Plans Unit Title: “It’s Not My Fault”: Engaging Point of View and Historical Perspective through Social Media – The War of 1812 Battles of the River Raisin Overview: This collection of four lessons engage students in learning about the War of 1812. Students will use point of view and historical perspective to make connections to American history and geography in the Old Northwest Territory. Students will learn about the War of 1812 and study personal stories of the Battles of the River Raisin. Students will read and analyze informational texts and explore maps as they organize information. A culminating project will include students making a fake social networking page where personalities from the Battles will interact with one another as the students apply their learning in fun and engaging ways. Topic or Era: War of 1812 and Battles of River Raisin, United States History Standard Era 3, 1754-1820 Curriculum Fit: Social Studies and English Language Arts Grade Level: 3rd to 5th Grade (can be used for lower graded gifted and talented students) Time Required: Four to Eight Class Periods (3 to 6 hours) Lessons: 1. “It’s Not My Fault”: Point of View and Historical Perspective 2. “It’s Not My Fault”: Battle Perspectives 3. “It’s Not My Fault”: Character Analysis and Jigsaw 4. “It’s Not My Fault”: Historical Conversations Using Social Media Lesson One “It’s Not My Fault!”: Point of View and Historical Perspective Overview: This lesson provides students with background information on point of view and perspective. -
Canadian Soldiers in Bermuda During World War One
Canadian Soldiers in Bermuda During World War One Jean-Pierre Gagnon* Three Canadian infantry battalions served in Bermuda during the First World War. Very little is known about their presence in these islands. The raison d'être ofthis article is to provide a better knowledge ofthis first Canadian garrison duty abroad. The author analyzes the selection ofthe units which were sent to Bermuda and studies and compares themfrom different points ofview. Then, he examines their stay, emphasizing the social aspects of their garrison duty. The Canadians' reaction toward it and the reciprocal feelings ofthe soldiers and the Bermudians are considered. Trois bataillons d'infanterie canadiens ont servi aux Bermudes pendant la Première Guerre mondiale. On ne sait à peu près rien de leur passage là-bas. Cet article vise à combler cette lacune. L'auteur explique le choix des unités envoyées en garnison dans ces îles de l'océan Atlantique, puis les étudie et les compare à divers points de vue. Il s'attache ensuite à leur séjour, en mettant en relief le côté humain des choses. La réaction des Canadiens à l'égard de ce service de garnison et les sentiments réciproques des soldats et des Bermudiens sont considérés. The presence of three infantry battalions of the Canadian Expeditionary Force (CEF) in Bermuda during the First World War has not excited the attention ofCanadian historians. They have been indifferent to this "humiliat ing garrison dUty",1 focussing instead on Canada's participation in military operations in Europe. Bermudian historians seem to have adopted a similar attitude, simply ignoring or scarcely mentioning the presence of Canadian troops in the islands at that time. -
The Canadian Militia in the Interwar Years, 1919-39
THE POLICY OF NEGLECT: THE CANADIAN MILITIA IN THE INTERWAR YEARS, 1919-39 ___________________________________________________________ A Dissertation Submitted to the Temple University Graduate Board ___________________________________________________________ in Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY __________________________________________________________ by Britton Wade MacDonald January, 2009 iii © Copyright 2008 by Britton W. MacDonald iv ABSTRACT The Policy of Neglect: The Canadian Militia in the Interwar Years, 1919-1939 Britton W. MacDonald Doctor of Philosophy Temple University, 2008 Dr. Gregory J. W. Urwin The Canadian Militia, since its beginning, has been underfunded and under-supported by the government, no matter which political party was in power. This trend continued throughout the interwar years of 1919 to 1939. During these years, the Militia’s members had to improvise a great deal of the time in their efforts to attain military effectiveness. This included much of their training, which they often funded with their own pay. They created their own training apparatuses, such as mock tanks, so that their preparations had a hint of realism. Officers designed interesting and unique exercises to challenge their personnel. All these actions helped create esprit de corps in the Militia, particularly the half composed of citizen soldiers, the Non- Permanent Active Militia. The regulars, the Permanent Active Militia (or Permanent Force), also relied on their own efforts to improve themselves as soldiers. They found intellectual nourishment in an excellent service journal, the Canadian Defence Quarterly, and British schools. The Militia learned to endure in these years because of all the trials its members faced. The interwar years are important for their impact on how the Canadian Army (as it was known after 1940) would fight the Second World War. -
Appendix I War of 1812 Chronology
THE WAR OF 1812 MAGAZINE ISSUE 26 December 2016 Appendix I War of 1812 Chronology Compiled by Ralph Eshelman and Donald Hickey Introduction This War of 1812 Chronology includes all the major events related to the conflict beginning with the 1797 Jay Treaty of amity, commerce, and navigation between the United Kingdom and the United States of America and ending with the United States, Weas and Kickapoos signing of a peace treaty at Fort Harrison, Indiana, June 4, 1816. While the chronology includes items such as treaties, embargos and political events, the focus is on military engagements, both land and sea. It is believed this chronology is the most holistic inventory of War of 1812 military engagements ever assembled into a chronological listing. Don Hickey, in his War of 1812 Chronology, comments that chronologies are marred by errors partly because they draw on faulty sources and because secondary and even primary sources are not always dependable.1 For example, opposing commanders might give different dates for a military action, and occasionally the same commander might even present conflicting data. Jerry Roberts in his book on the British raid on Essex, Connecticut, points out that in a copy of Captain Coot’s report in the Admiralty and Secretariat Papers the date given for the raid is off by one day.2 Similarly, during the bombardment of Fort McHenry a British bomb vessel's log entry date is off by one day.3 Hickey points out that reports compiled by officers at sea or in remote parts of the theaters of war seem to be especially prone to ambiguity and error. -
Daniel D. Tompkins, War Governor
Daniel D. Tompkins, War Governor Richard V. Barbuto {Editor’s note: This paper was presented at the 6th Annual International War of 1812 Symposium at Oswego New York on 2 April 2016} New York and the contiguous British provinces of Upper and Lower Canada were the center of fighting for the duration of the war. From the Niagara River across Lakes Ontario and Champlain and down the Saint Lawrence River toward Montreal, soldiers, sailors, and native warriors contended fiercely while civilians suffered grievously. While the U.S. Constitution assigned the defense of the nation and the function of declaring and waging war to the federal government, it was widely understood that the conduct of war was a shared enterprise between the federal and state governments. While the governors of the New England states avoided participation in the conflict, Governor Daniel D. Tompkins of New York worked closely with the Madison Administration to prosecute the war. General studies of the war focus largely on the conduct of the federal government. However, the role of New York, both as a staging area for the invasions of the Canadas and as a source of material and human resources, has been treated lightly. Historians have cited Tompkins as an ardent supporter of the war, but his specific contributions receive minimal attention. This is somewhat odd, since in his role as commander-in-chief of the state militia, he had a potential land force larger than the regular army. This essay is a preliminary examination of his efforts over five years to prepare New York for war with the British Empire and his work resourcing the conflict once Congress declared war. -
Initial Report of the Kingdom of the Netherlands
INITIAL REPORT OF THE KINGDOM OF THE NETHERLANDS SUBMITTED UNDER ARTICLE 8, PARAGRAPH 1 OF THE OPTIONAL PROTOCOL TO THE CONVENTION ON THE RIGHTS OF THE CHILD ON THE INVOLVEMENT OF CHILDREN IN ARMED CONFLICT Introduction The Optional Protocol to the Convention on the Rights of the Child on the involvement of children in armed conflict (New York, 25 May 2000) was approved for the entire Kingdom of the Netherlands by the Kingdom Act of 18 December 20081 and entered into force for the entire Kingdom on 24 October 2009. The Dutch translation of the Protocol was published in the Dutch Treaty Series 2001, 131. At the time of the ratification the Kingdom of the Netherlands consisted of the Netherlands, the Netherlands Antilles and Aruba. In 2010, the Kingdom of the Netherlands has undergone a process of constitutional reform, which has now reached fruition. The changes concern the Netherlands Antilles, a country that until recently was made up of the islands of Curaçao, Sint Maarten, Bonaire, Sint Eustatius and Saba. The reforms are based on the results of referenda and on decisions taken by representative assemblies about the islands’ future status. The amended Charter for the Kingdom of the Netherlands entered into force on 10 October 2010, on which date the Netherlands Antilles ceased to exist. In the new constitutional structure, Curaçao and Sint Maarten have acquired the status of countries within the Kingdom (like the Netherlands Antilles and Aruba before the changes). Aruba retains the separate country status it has had since 1986. Thus, from 10 October 2010 the Kingdom consists of four, rather than three, equal countries: the Netherlands, Aruba, Curaçao and Sint Maarten. -
Hart Family History Silas Hart, His Ancestors and Descendants
HART FAMILY HISTORY SILAS HART, HIS ANCESTORS AND DESCENDANTS By WILLIAM LINCOLN HART ALLIANCE, OHIO 1 9 4 2 "Remember the days of old, consider the years of many generations; ask thy father, and he will show thee; thy elders, and they will tell thee."- Deut. 32, 7. "Those who do not look upon themselves as a link connecting the past with the future, do not perfonn their duty to the world."-Daniel Webster. "Ancestral glory is a lamp to posterity. "-Gallust. "We are the carriages in which our ancestors ride."-Unknown. "The great ocean of national existence is made up of the single drop;i of Individual life and action."-Edward Everett. CJOAT OF ARMS Adopted and Register<>d by the Stephen Hart Family Prior to 1500, A, D, Pilgrim Hymn O God, beneath thy guiding hand Our exiled fathers crossed the sea; And when they trod the wintry sti·and, With prayer and Psalm they worshipped Thee. Thou heard'st well pleased, the song, the prayer; Thy blessing came; and still its power Shall onward, through all ages, bear The memory of that holy hour. Laws, freedom, truth, and faith in God Came with those exiles o'er the waves; And where their pilgrim feet have trod, The God they trusted guards their graves. And here Thy Name, O God of love, Their children's children shall adore, 'Till these eternal hills remove, And spring adorns the earth no more. (John Hatton, died 1793) Presbyterian Hymnal, No. 462 Methodist Hymnal, No. 493 Christian Worship Hymnal No. 543. HART FAMILY HISTORY 5 TABLE OF CONTENTS Preface ......................................................................................................... -
Os Açores E Os Estados Unidos Da América No “Longo Século XIX”
Os Açores e os Estados Unidos da América no “Longo Século XIX” Carlos Guilherme Riley Universidade dos Açores. Centro de Estudos Interdisciplinares do Século XX (CEIS20 – Coimbra). Resumo Abstract Contrariando a ideia generalizada de que as rela- The Azores and the United States of America in the ções bilaterais luso-americanas (e o papel nelas “Long Nineteenth Century” desempenhado pelos Açores) se circunscrevem à Base das Lajes e ao chamado “short american cen- The Portuguese-American relations were strongly tury”, este artigo procura abordar numa perspetiva enhanced on the short American century by the “Azores histórica as relações entre as ilhas dos Açores e os Agreements”, so says the conventional wisdom. The Estados Unidos da América no transcurso do Azores were indeed instrumental for the strengthening “longo século XIX”, ou seja, desde os finais do of those bilateral relations during the Cold War, but this século XVIII até ao deflagrar da Grande Guerra de paper takes a different approach to the subject looking at 1914-1918. the Azores and the United States in the “long nineteenth century”. 2015 N.º 141 107 Nação e Defesa pp. 107-126 Carlos Guilherme Riley Coube ao britânico Eric Hobsbawm cunhar a expressão “longo século XIX” no vocabulário da historiografia contemporânea, dando-lhe corpo e forma na sua famosa trilogia – The Age of Revolution, 1789-1848; The Age of Capital, 1848-1875; The Age of Empire, 1875-1914 (Hobsbawm, 1962; 1975; 1987). Apesar do manifesto pen- dor europeu desta obra, que pouco ou nenhum caso faz da Revolução Americana, o seu conceito de “longo século XIX” ajusta-se perfeitamente à abordagem que ire- mos fazer das relações entre os Açores e os Estados Unidos da América, balizadas entre o último quartel do século XVIII e a Grande Guerra de 1914-1918.