Pennsylvania Magazine of HISTORY and BIOGRAPHY
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'Deprived of Their Liberty'
'DEPRIVED OF THEIR LIBERTY': ENEMY PRISONERS AND THE CULTURE OF WAR IN REVOLUTIONARY AMERICA, 1775-1783 by Trenton Cole Jones A dissertation submitted to Johns Hopkins University in conformity with the requirements for the degree of Doctor of Philosophy Baltimore, Maryland June, 2014 © 2014 Trenton Cole Jones All Rights Reserved Abstract Deprived of Their Liberty explores Americans' changing conceptions of legitimate wartime violence by analyzing how the revolutionaries treated their captured enemies, and by asking what their treatment can tell us about the American Revolution more broadly. I suggest that at the commencement of conflict, the revolutionary leadership sought to contain the violence of war according to the prevailing customs of warfare in Europe. These rules of war—or to phrase it differently, the cultural norms of war— emphasized restricting the violence of war to the battlefield and treating enemy prisoners humanely. Only six years later, however, captured British soldiers and seamen, as well as civilian loyalists, languished on board noisome prison ships in Massachusetts and New York, in the lead mines of Connecticut, the jails of Pennsylvania, and the camps of Virginia and Maryland, where they were deprived of their liberty and often their lives by the very government purporting to defend those inalienable rights. My dissertation explores this curious, and heretofore largely unrecognized, transformation in the revolutionaries' conduct of war by looking at the experience of captivity in American hands. Throughout the dissertation, I suggest three principal factors to account for the escalation of violence during the war. From the onset of hostilities, the revolutionaries encountered an obstinate enemy that denied them the status of legitimate combatants, labeling them as rebels and traitors. -
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 -
David Library of the American Revolution Guide to Microform Holdings
DAVID LIBRARY OF THE AMERICAN REVOLUTION GUIDE TO MICROFORM HOLDINGS Adams, Samuel (1722-1803). Papers, 1635-1826. 5 reels. Includes papers and correspondence of the Massachusetts patriot, organizer of resistance to British rule, signer of the Declaration of Independence, and Revolutionary statesman. Includes calendar on final reel. Originals are in the New York Public Library. [FILM 674] Adams, Dr. Samuel. Diaries, 1758-1819. 2 reels. Diaries, letters, and anatomy commonplace book of the Massachusetts physician who served in the Continental Artillery during the Revolution. Originals are in the New York Public Library. [FILM 380] Alexander, William (1726-1783). Selected papers, 1767-1782. 1 reel. William Alexander, also known as “Lord Sterling,” first served as colonel of the 1st NJ Regiment. In 1776 he was appointed brigadier general and took command of the defense of New York City as well as serving as an advisor to General Washington. He was promoted to major- general in 1777. Papers consist of correspondence, military orders and reports, and bulletins to the Continental Congress. Originals are in the New York Historical Society. [FILM 404] American Army (Continental, militia, volunteer). See: United States. National Archives. Compiled Service Records of Soldiers Who Served in the American Army During the Revolutionary War. United States. National Archives. General Index to the Compiled Military Service Records of Revolutionary War Soldiers. United States. National Archives. Records of the Adjutant General’s Office. United States. National Archives. Revolutionary War Pension and Bounty and Warrant Application Files. United States. National Archives. Revolutionary War Rolls. 1775-1783. American Periodicals Series I. 33 reels. Accompanied by a guide. -
Pen & Parchment: the Continental Congress
Adams National Historical Park National Park Service U.S. Department of Interior PEN & PARCHMENT INDEX 555555555555555555555555555555555555555555555555555555555555 a Letter to Teacher a Themes, Goals, Objectives, and Program Description a Resources & Worksheets a Pre-Visit Materials a Post Visit Mterialss a Student Bibliography a Logistics a Directions a Other Places to Visit a Program Evaluation Dear Teacher, Adams National Historical Park is a unique setting where history comes to life. Our school pro- grams actively engage students in their own exciting and enriching learning process. We hope that stu- dents participating in this program will come to realize that communication, cooperation, sacrifice, and determination are necessary components in seeking justice and liberty. The American Revolution was one of the most daring popular movements in modern history. The Colonists were challenging one of the most powerful nations in the world. The Colonists had to decide whether to join other Patriots in the movement for independence or remain loyal to the King. It became a necessity for those that supported independence to find ways to help America win its war with Great Britain. To make the experiment of representative government work it was up to each citi- zen to determine the guiding principles for the new nation and communicate these beliefs to those chosen to speak for them at the Continental Congress. Those chosen to serve in the fledgling govern- ment had to use great statesmanship to follow the directions of those they represented while still find- ing common ground to unify the disparate colonies in a time of crisis. This symbiotic relationship between the people and those who represented them was perhaps best described by John Adams in a letter that he wrote from the Continental Congress to Abigail in 1774. -
SPL115A Copy
MAPPING: NORTHERN BATTLES Using a grid system helps you locate places in the world. A grid system is made up of lines that come together to form squares. The squares divide a map into smaller pieces, making it easier to \ nd important places. Learning how to use a grid system is easy, and will teach you an important location skill. Example: In July 1777, the British Army took control of Mount Independence. Hundreds of soldiers from America, Great Britain, and Germany are buried in unmarked graves on top of Mount Independence. Mount Independence is located at ( 4,4 ). Locate Mount Independence at ( 4,4 ), by putting your \ nger on the number 1 at the bottom of the grid. Slide over to 4 and up to 4. Mount Independence is located in the square created where these two numbers come together. 6 5 Mount 4 Ind. 3 2 1 1 2 3 4 5 678 9 Directions: In this activity, you will use a grid system to locate important Revolutionary War forts and battles in the North. 1. Follow the example above for locating each fort or battle by going over and up. If a fort or battle is located at ( 4,4 ), go over to 4 and up to 4. 2. When you locate a fort or battle on the grid, color in the square with a coloring pencil. If the fort or battle was won by the Americans, color the square blue. If the fort or battle was won by the British, color the square red. 3. The \ rst one has been done for you as an example. -
Amicus Brief
No. 20-855 ================================================================================================================ In The Supreme Court of the United States --------------------------------- ♦ --------------------------------- MARYLAND SHALL ISSUE, INC., et al., Petitioners, v. LAWRENCE HOGAN, IN HIS CAPACITY OF GOVERNOR OF MARYLAND, Respondent. --------------------------------- ♦ --------------------------------- On Petition For A Writ Of Certiorari To The United States Court Of Appeals For The Fourth Circuit --------------------------------- ♦ --------------------------------- BRIEF OF AMICUS CURIAE FIREARMS POLICY COALITION IN SUPPORT OF PETITIONERS --------------------------------- ♦ --------------------------------- JOSEPH G.S. GREENLEE FIREARMS POLICY COALITION 1215 K Street, 17th Floor Sacramento, CA 95814 (916) 378-5785 [email protected] January 28, 2021 Counsel of Record ================================================================================================================ COCKLE LEGAL BRIEFS (800) 225-6964 WWW.COCKLELEGALBRIEFS.COM i TABLE OF CONTENTS Page TABLE OF CONTENTS ........................................ i INTEREST OF THE AMICUS CURIAE ............... 1 SUMMARY OF ARGUMENT ................................ 1 ARGUMENT ........................................................... 3 I. Personal property is entitled to full consti- tutional protection ....................................... 3 II. Since medieval England, the right to prop- erty—both personal and real—has been protected against arbitrary seizure -
Guide to the Battles of Trenton and Princeton
Hidden Trenton Guide to the Battles of Trenton and Princeton Nine Days that Changed the World December 26, 1776 to January 3, 1777 A self-guided tour of the places and events that shaped the battles and changed the history of America Go to http://HiddenTrenton.com/BattleTour for links to online resources Updated 2017 Copyright © 2011, 2017 all rights reserved. The pdf file of this document may be distributed for non- commercial purposes over the Internet in its original, complete, and unaltered form. Schools and other non-profit educational institutions may print and redistribute sections of this document for classroom use without royalty. All of the illustrations in this document are either original creations, or believed by the author to be in the public domain. If you believe that you are the copyright holder of any image in this document, please con- tact the author via email at [email protected]. Forward I grew up in NJ, and the state’s 1964 Tricentennial cel- Recently, John Hatch, my friend and business partner, ebration made a powerful impression on me as a curious organized a “Tour of the Battle of Trenton” as a silent 4th grader. Leutez’ heroic portrait of Washington Cross- auction item for Trenton’s Passage Theatre. He used ing the Delaware was one of the iconic images of that Fischer’s book to research many of the stops, augmenting celebration. My only memory of a class trip to the park his own deep expertise concerning many of the places a year or two later, is peering up at the mural of Wash- they visited as one of the state’s top restoration architects. -
1 Question Sheet for the Continental Army & Washington 1. Who Is
1 Question Sheet for The Continental Army & Washington 1. Who is the author of the source? What was his position (his duty) at Valley Forge? 2. What sort of military action does the source describe that occurred on December 11? What does he note as the outcome of this action? 3. Next, look at the diary entry for December 13. In your view, is this entry critical or supportive of the commanding officers at Valley Forge? What evidence in the entry supports your conclusion? 4. Read the diary entry for December 14. In this entry, list at least four conditions described by Waldo that either he or other soldiers at Valley Forge are enduring. In your view, are these conditions that are unique to Valley Forge, or do you think soldiers in all conflicts experience the same thing? 5. After reading the excerpt for Waldo’s diary, describe how you see his morale. List at least three examples from the reading to back up your description. 6. In your view, based on your reading and viewing of episodes from Liberty!, would Waldo’s account be fairly consistent of the experience of the average soldier during the Revolutionary War? Write a paragraph explaining your view. 2 7. Do you think that the conditions Waldo discusses were common of both enlisted men and officers? Why or why not? 8. Assume that you were George Washington and received a copy of Waldo’s diary. What concern, if any, would you have about the conditions stated in it? 9. In Episode #3, Pauline Maier notes, “…this means you have a different kind of an army. -
Nathanael Greene, Thomas Jefferson and the Challenge of the Virginia Militia, 1780-1781*
“This Dangerous Fire”: Nathanael Greene, Thomas Jefferson and the Challenge of the Virginia Militia, 1780-1781* John R. Maass From his army’s South Carolina bivouac along the upper Pee Dee River, the new Continental commander of the Southern Department, Major General Nathanael Greene, penned a lengthy letter on 10 January 1781 to his old friend Alexander Hamilton, with whom he had previously served in the northern theatre. Greene reported the numerous problems he faced in “keeping shoals of Militia on foot.”1 While he acknowledged the efficacy of some mounted militia units, Greene lamented that “the rest of the Militia are calculated [more] to destroy provisions than oppose the Enemy. .” This revealing letter epitomizes the general’s persistent complaint of “the folly of employing Militia” during his trying tenure as Continental commander in the southern states during the latter years of the war. This was particularly true regarding the unceasing attempts by Greene and Virginia Governor Thomas Jefferson to exploit the Old Dominion’s manpower resources in 1780 and 1781.2 Scholars have detailed the weaknesses of inexperienced, poorly equipped militia companies in battles against British regulars, as well as the chaos that resulted in the South when traditional norms surrounding violence broke down.3 Fewer studies, however, have detailed the larger challenge faced by General Greene and other local, state, and Continental officers throughout the war in the South: raising, equipping and keeping militia units in the field in a manner helpful to the American prosecution of the war. Although numerous contemporaries disparaged the militia for its many limitations, senior officers in the South were dependent on it to wage the war. -
The Battle of Trenton
The Battle of Trenton By Breon M. Table of content I did this because of my teacher. Some times I got mad and wanted to quit but Chapter 1: The revolutionary war page 1-2 she pushed and kept pushing me to Chapter 2: the battle of Trenton page 3-4 become the best I can be. Thank you Ms. Chapter 3: George Washington page 5-6 Frech thank you very much. Chapter 4: why the battle of Trenton was important page 7-8 Chapter 5: Bibliography page 9 Thank you Chapter 6: Glossary page 10 So then George Washington signed the Introduction: The United States of America has Declaration of Independence and the colonist not always been the United States of America. became the USA George Washington knew that We used to have 13 states but back then it was they need to win some early battles if they want 13 colonies. This story is how we became the the French to help them so the colonist and United States of America. George Washington crossed the Delaware and took out the British’s Hessians. George Chapter 1: The Revolutionary War Washington came back with a win then they The revolutionary war started in 1775 after went back to New York and won it back. the shot heard around the world aka the battle Then in 1781 the French came and the battle of Lexington. The first battle was in 1775 the of Yorktown happened. The British could not risk battle of Bunker Hill bunker hill was a big war losing any more of their soldiers so they because although the colonist lost they surrendered and the treaty of Paris happened damaged half of the British troops and made the and after George Washington became the first British think that the war may not be very easy. -
Few Americans in the 1790S Would Have Predicted That the Subject Of
AMERICAN NAVAL POLICY IN AN AGE OF ATLANTIC WARFARE: A CONSENSUS BROKEN AND REFORGED, 1783-1816 Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Jeffrey J. Seiken, M.A. * * * * * The Ohio State University 2007 Dissertation Committee: Approved by Professor John Guilmartin, Jr., Advisor Professor Margaret Newell _______________________ Professor Mark Grimsley Advisor History Graduate Program ABSTRACT In the 1780s, there was broad agreement among American revolutionaries like Thomas Jefferson, James Madison, and Alexander Hamilton about the need for a strong national navy. This consensus, however, collapsed as a result of the partisan strife of the 1790s. The Federalist Party embraced the strategic rationale laid out by naval boosters in the previous decade, namely that only a powerful, seagoing battle fleet offered a viable means of defending the nation's vulnerable ports and harbors. Federalists also believed a navy was necessary to protect America's burgeoning trade with overseas markets. Republicans did not dispute the desirability of the Federalist goals, but they disagreed sharply with their political opponents about the wisdom of depending on a navy to achieve these ends. In place of a navy, the Republicans with Jefferson and Madison at the lead championed an altogether different prescription for national security and commercial growth: economic coercion. The Federalists won most of the legislative confrontations of the 1790s. But their very success contributed to the party's decisive defeat in the election of 1800 and the abandonment of their plans to create a strong blue water navy. -
Teacher Packet for Newburgh Conspiracy Lesson
Teachers’ Packet for the Newburgh Conspiracy Lesson - 1 - Introduction This packet has been created for teachers who want their students to learn about the Newburgh Conspiracy. It contains enough material for at least two lessons, and everything in this packet has been arranged in the order that it should be presented during classes. Consequently, all sections that are intended for use during the first lesson are located in the first half of the packet, and all sections that are intended for use during the second lesson are located in the second half of the packet. Although teachers using this packet will see that it contains the background material and the two original documents that students have to read, and the exercises they subsequently must do, they really don’t need to photocopy it for the young men and women they are teaching; they can simply make and distribute photocopies of the student handouts packet, which has everything they need. The material in this lesson is suitable for high school and college students, but probably not for anyone below that level. However, teachers working with elementary and middle school students are certainly free to look at all the materials in this packet and the Additional Resources listed in the back to create their own lessons pertaining to the Newburgh Conspiracy. They also may contact Dave Richards, the person who created the material in this packet and the author of Swords in Their Hands: George Washington and the Newburgh Conspiracy, through his website, which appears with his book in the Additional Resources list, for suggestions.