Benedict Arnold Reading Comprehension
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
The Checkered Career of Timothy Hinman
The Checkered Career of Timothy Hinman Hinman’s life illustrates the contradictions inherent in financial risk taking early in the nineteenth century. By Gail A. Sangree n the well-kept cemetery overlooking Derby Lake lie the bones of Timothy Hinman. The notation on his gravestone reads, “Honor- I able Timo Hinman April 29, 1850 AE88yrs.” The marble has been recently cleaned, and the following inscription appears to have been added later: “First Settler of Derby. A soldier of the Revolutionary Army. Patriot & faithful honest citizen. A just and good man.” “Faithful, honest, just, and good” is strong praise for a man who, in addition to building roads, starting a town from scratch, and rendering judicial decisions, speculated in land, selling the lots at huge profits; smuggled and traded with the enemy; cheated his associates; defaulted on thousands of dollars of loans and betrayed the public trust; and upon conviction, escaped from jail. Hinman’s life illustrates the contra- dictions inherent in financial risk taking early in the nineteenth century: While the potential for accumulating wealth was great, the chances of ruin were also high. Although a young man with strong arms, determi- nation, and a mixture of knowledge and luck might secure a comfort- able position for himself and his family, his efforts might bring him nothing. As a boy growing up in Southbury, Connecticut, Hinman, born in 1761, heard about the plentiful opportunities for land in northern Ver- mont from his first cousin once removed, Colonel Benjamin Hinman, who had made raids into Canada from Crown Point on Lake Cham- plain in 1758. -
Question Report
Revolutionary War Review Page 1 1 Who created the image seen to the right? A John Adams B Thomas Jefferson C Ben Franklin 2 When was the image to the right published for the first time? A 1754 B 1763 C 1776 3 Which of the following best describes the intent of the cartoon seen below? A The colonies should support the British B The colonies would be stronger united C Snakes are evil and should be killed 4 English writer John Locke wrote about... A Natural Rights B Navigation C Door Locks D Scientific Methods 1/16/2013 9:00:26 AM Revolutionary War Review Page 2 5 This young African-American became a famous poet during the years of our revolution, and even Washington became a big fan of her writing. A Phyllis Wheatley B Eliza Lucas Pinckney C Molly Pitcher D Francois de Grasse 6 What increased political awareness in the colonies during the mid-1700's? A Television Commercials B Radio Commercials C Newspapers D Public Speeches 7 Who introduce the resolution to the Continental Congress to declare independence? A Richard Henry Lee B Thomas Jefferson C John Adams D Benjamin Franklin 8 Where did Washington attack the Hessians on Christmas... after crossing the icy Delaware River? A Princeton B Saratoga C New York D Trenton 9 Who led the Patriots to victory at the Battle of Cowpens in South Carolina? A Molly Pitcher B Daniel Morgan 10 Washington and his troops spent a harsh winter here during the winter of 1777 - 1778. A Trenton B Saratoga C Valley Forge D Yorktown 11 In the 1750's, the British sent G. -
The Time Trial of Benedict Arnold 1 National Museum of American History
The Time Trial of Benedict Arnold 1 National Museum of American History The Time Trial of Benedict Arnold Purpose By debating the legacy of Benedict Arnold, students will build reasoning and critical thinking skills and an understanding of the complexity of historical events and historical memory. Program Summary In this presentation, offered as a public program at the National Museum of American History from December 2010-April 2011, an actor portrays a fictionalized Benedict Arnold, hero and villain of the American Revolution. Arnold, in dialogue with an audience that is facilitated by an arbiter, discusses his notable actions at the Battle of Saratoga and at Valcour Island, as well as his decision to sell the plans for West Point to the British. At the conclusion of the program, audience members consider how history should remember Arnold, as a traitor, or as a hero. This set of materials is designed to provide you an opportunity to have a similar debate with your students. Included in this resource set are a full video of the program, to be used as preparation for the classroom activity, and Arnold’s conversation with the audience divided by theme, to be used with the resources offered below for your own Time Trial of Benedict Arnold. A full version of the program is available here. [https://vimeo.com/129257467] Grade levels 5-8 Time Three 45 minute periods National Standards National Center for History in the Schools: United States History Standards; Era 3: Revolution and the New Nation (1754-1820s); Standard 2: The impact of the American Revolution on politics, economy, and society Common Core Standards for Literacy in History and Social Studies: Speaking and Listening Standards Comprehension and Collaboration, standard 1: Grades 6-8: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on grade level topics, texts, and issues, building on others’ ideas and expressing their own clearly. -
Guidebook: American Revolution
Guidebook: American Revolution UPPER HUDSON Bennington Battlefield State Historic Site http://nysparks.state.ny.us/sites/info.asp?siteId=3 5181 Route 67 Hoosick Falls, NY 12090 Hours: May-Labor Day, daily 10 AM-7 PM Labor Day-Veterans Day weekends only, 10 AM-7 PM Memorial Day- Columbus Day, 1-4 p.m on Wednesday, Friday and Saturday Phone: (518) 279-1155 (Special Collections of Bailey/Howe Library at Uni Historical Description: Bennington Battlefield State Historic Site is the location of a Revolutionary War battle between the British forces of Colonel Friedrich Baum and Lieutenant Colonel Henrick von Breymann—800 Brunswickers, Canadians, Tories, British regulars, and Native Americans--against American militiamen from Massachusetts, Vermont, and New Hampshire under Brigadier General John Stark (1,500 men) and Colonel Seth Warner (330 men). This battle was fought on August 16, 1777, in a British effort to capture American storehouses in Bennington to restock their depleting provisions. Baum had entrenched his men at the bridge across the Walloomsac River, Dragoon Redoubt, and Tory Fort, which Stark successfully attacked. Colonel Warner's Vermont militia arrived in time to assist Stark's reconstituted force in repelling Breymann's relief column of some 600 men. The British forces had underestimated the strength of their enemy and failed to get the supplies they had sought, weakening General John Burgoyne's army at Saratoga. Baum and over 200 men died and 700 men surrendered. The Americans lost 30 killed and forty wounded The Site: Hessian Hill offers picturesque views and interpretative signs about the battle. Directions: Take Route 7 east to Route 22, then take Route 22 north to Route 67. -
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. -
Inquiry – Benedict Arnold
Inquiry – Benedict Arnold Hook discussion question: What is betrayal? The discussion must touch on themes of loyalty and trust. Other themes may include ethics and morality. Hook visual: Presentation formula Previous Unit: The Revolutionary War will be in progress. Saratoga (1777) should have been covered. This Unit: Narrative story to present a skeletal overview of the events. Then introduce the documents, to add “muscle” to the events. Next Unit: The Revolutionary War topic will continue and be brought to conclusion. Post-Lesson Discussion prompts 1. How should we go about weighing the good someone does against the bad? At what point is one (good/bad) not balanced by the other? 2. After the war, for what reasons might the British trust or not trust Benedict Arnold? 3. In the years following the war, America tried to get England to hand over Benedict Arnold to American authorities. Should the British give him up? Why yes/no? 4. One thing missing from the discussion of betrayal and loyalty is the concept of regret. How might this relate to Arnold, Washington and others, and by what means might it be expressed? 5. How likely (or not) would it be today for one of America’s top Generals to engage in a similar traitorous act? 6. To what extent would it matter if it is a General betraying the country or a civilian acting in a traitorous manner…should these be viewed in a similar light? 7. To what extent can a person be trusted again once they have already broken your trust? 8. -
The Impact of Weather on Armies During the American War of Independence, 1775-1781 Jonathan T
Florida State University Libraries Electronic Theses, Treatises and Dissertations The Graduate School 2011 The Force of Nature: The Impact of Weather on Armies during the American War of Independence, 1775-1781 Jonathan T. Engel Follow this and additional works at the FSU Digital Library. For more information, please contact [email protected] THE FLORIDA STATE UNIVERSITY COLLEGE OF ARTS AND SCIENCES THE FORCE OF NATURE: THE IMPACT OF WEATHER ON ARMIES DURING THE AMERICAN WAR OF INDEPENDENCE, 1775-1781 By JONATHAN T. ENGEL A Thesis submitted to the Department of History in partial fulfillment of the requirements for the degree of Master of Arts Degree Awarded: Spring Semester, 2011 The members of the committee approve the thesis of Jonathan T. Engel defended on March 18, 2011. __________________________________ Sally Hadden Professor Directing Thesis __________________________________ Kristine Harper Committee Member __________________________________ James Jones Committee Member The Graduate School has verified and approved the above-named committee members. ii This thesis is dedicated to the glory of God, who made the world and all things in it, and whose word calms storms. iii ACKNOWLEDGEMENTS Colonies may fight for political independence, but no human being can be truly independent, and I have benefitted tremendously from the support and aid of many people. My advisor, Professor Sally Hadden, has helped me understand the mysteries of graduate school, guided me through the process of earning an M.A., and offered valuable feedback as I worked on this project. I likewise thank Professors Kristine Harper and James Jones for serving on my committee and sharing their comments and insights. -
Founding Fathers" in American History Dissertations
EVOLVING OUR HEROES: AN ANALYSIS OF FOUNDERS AND "FOUNDING FATHERS" IN AMERICAN HISTORY DISSERTATIONS John M. Stawicki A Thesis Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS December 2019 Committee: Andrew Schocket, Advisor Ruth Herndon Scott Martin © 2019 John Stawicki All Rights Reserved iii ABSTRACT Andrew Schocket, Advisor This thesis studies scholarly memory of the American founders and “Founding Fathers” via inclusion in American dissertations. Using eighty-one semi-randomly and diversely selected founders as case subjects to examine and trace how individual, group, and collective founder interest evolved over time, this thesis uniquely analyzes 20th and 21st Century Revolutionary American scholarship on the founders by dividing it five distinct periods, with the most recent period coinciding with “founders chic.” Using data analysis and topic modeling, this thesis engages three primary historiographic questions: What founders are most prevalent in Revolutionary scholarship? Are social, cultural, and “from below” histories increasing? And if said histories are increasing, are the “New Founders,” individuals only recently considered vital to the era, posited by these histories outnumbering the Top Seven Founders (George Washington, Thomas Jefferson, John Adams, James Madison, Alexander Hamilton, Benjamin Franklin, and Thomas Paine) in founder scholarship? The thesis concludes that the Top Seven Founders have always dominated founder dissertation scholarship, that social, cultural, and “from below” histories are increasing, and that social categorical and “New Founder” histories are steadily increasing as Top Seven Founder studies are slowly decreasing, trends that may shift the Revolutionary America field away from the Top Seven Founders in future years, but is not yet significantly doing so. -
The Revolution Part 7 Guide.Pdf
THE HISTORY CHANNEL® PRESENTS The Revolution: Treason and Betrayal Part 7 of a 13 part original series The American Revolution laid the foundation for the success of the United States, yet the viability of the nation was not always imminent and the quest for liberty was no simple endeavor. As the Colonists found themselves becoming increasingly independent, the fiercest and most powerful army in the world stood between them and a free, independent, sovereign America. Small skirmishes between colonists and representatives of the British throne escalated in 1775. In order to pacify what he viewed as a small rebellion, the King sent a contingent of Red Coats from the seemingly omnipotent British Army across the Atlantic Ocean. However, as the days and months progressed, the Red Coats, their military leaders and King George III himself eventually realized the ferocity, courage and collective will of the colonists they faced. The Revolution: Treason and Betrayal begins on July 4th, 1778, the second anniversary of the Declaration of Independence and a day of celebration for the Continental soldiers. Having proven their mettle at the Battle of Monmouth, the soldiers and their general, George Washington, have a renewed sense of confidence. The following year, however, will test the strength and patience of this army. Rumors of treason, the added threat of the Iroquois Nation, and the failure of the French Fleet to successfully reach the Colonies all serve to weaken the Continental Army. How will Washington maintain morale and recruit new soldiers against this adversity? Curriculum Links The Revolution: Treason and Betrayal would be useful for high school and middle school classes on United States History, Military History, European History, and Colonial History. -
William Marsh, 'A Rather Shadowy Figure
William Marsh, ‘a rather shadowy figure,’ crossed boundaries both national and political Vermont holds a unique but little-known place in eighteenth-century American and Canadian history. During the 1770s William Marsh and many others who had migrated from Connecticut and Massachusetts to take up lands granted by New Hampshire Governor Benning Wentworth, faced severe chal- lenges to their land titles because New York also claimed the area between the Connecticut and Hudson rivers, known as “the New Hampshire Grants.” New York’s aggressive pursuit of its claims generated strong political tensions and an- imosity. When the American Revolution began, the settlers on the Grants joined the patriot cause, expecting that a new national regime would counter New York and recognize their titles. During the war the American Continental Congress declined to deal with the New Hampshire settlers’ claims. When the Grants settlers then proposed to become a state separate from New York, the Congress denied them separate status. As a consequence, the New Hampshire grantees declared independence in 1777 and in 1778 constituted themselves as an independent republic named Vermont, which existed until 1791 when it became the 14th state in the Ameri- can Union. Most of the creators of Vermont played out their roles, and their lives ended in obscurity. Americans remember Ethan Allen and his Green Mountain Boys and their military actions early in the Revolution. But Allen was a British captive during the critical years of Vermont’s formation, 1775-1778. A few oth- ers, some of them later Loyalists, laid the foundations for Vermont’s recognition and stability. -
Read the Article Ethan Allen: Vermont Hero from the Historic Roots
HISTORIC ROOTS HISTORIC ROOTS Ann E. Cooper, Editor Deborah P. Clifford, Associate Editor ADVISORY BOARD Sally Anderson Nancy Chard Marianne Doe Mary Leahy Robert Lucenti Caroline L. Morse Meg Ostrum Michael Sherman Marshall True Catherine Wood Publication of Historic Roots is made possible in part by grants from the A.D. Henderson Foundation, the Vermont Council on the Humanities, and Vermont-NEA. A Magazine of Vermont History Vol. 3 April 1998 No. 1 BENEATH THE SURFACE ETHAN ALLEN: VERMONT HERO Ethan Allen is without doubt the most famous Vermonter. Because he and his Green Mountain Boys captured Fort Ticonderoga in the early days of the Revolution, his fame has gone far beyond Vermont. But we really don't know that much about the man himself. There are no known pictures of him that were drawn from life. We have books he wrote on religion and government, but few letters. What we know is mostly what others wrote and told about him. We do know that Ethan Allen was very tall, had a fierce temper and a loud voice. He drank a lot. He loved a good fight. Whatever he did or said pleased some people, but made many others angry. But one thing is true, whatever he wrote or did, people noticed. He was often in trouble. He was kicked out of Northampton, Massachusetts for his The artist used descriptions of Ethan Allen to make this rowdy behavior. He left his home town of portrait. Salisbury, Connecticut in debt, having angered many of the religious and civic leaders of the town. -
How Ethan Allen and His Brothers Chased Success in the Real Estate Business
A grand plan: Flirting with treason How Ethan Allen and his brothers chased success in the real estate business John J. Duffy Ira Allen 1751-1814 Bennington Museum collection In memorials produced long after his death in 1789, Ethan Allen has been remembered in statues in Vermont and in the Congressional Hall of Statuary in Washington, DC; in military posts named for him in Virginia during the Civil War and in Colchester, Vermont, an 1890s post, its original structures now residential and commercial sites. Though Allen sailed the seas only as a British prisoner in 1776, two Union coastal defense boats dis- played his name in the 1860s. A century later, the nuclear submarine Ethan Allen fired the first nuclear-tipped missile from below the ocean’s surface in the early 1960s. Ethan is probably best remembered from mostly fictional tales and stories about his heroic and other deeds, especially the pre-dawn capture of the British forts at Ticonderoga and Crown Point in May 1775 during the earliest months of the American War for Independence from Great Britain. Some say he was the most important founder of Vermont. On that latter point, however, remembrances of Ethan Allen seem to forget that he was far from Vermont when the state’s independence was de- Walloomsack Review 14 clared in 1777. He had been a prisoner of the British since September 1775 when he was captured after foolishly attacking Montreal with only one-hun- dred poorly armed Americans and Canadians against a force of five-hundred defenders – British regulars, Loyalist militia, and Mohawk warriors.