African-Americans in the American Revolution As

Total Page:16

File Type:pdf, Size:1020Kb

African-Americans in the American Revolution As Jennifer DePaoli EDUP&L 863 November 7, 2010 Curriculum Development Project: African-Americans in the American Revolution As the English colonies in the New World became more developed and populated, conflicts began to arise between England and the colonists. After providing troops and money for fighting of the French and Indian War, the British Parliament passed legislation to tax the colonies, but colonial leaders, unhappy with the idea of “taxation without representation,” began organizing around the idea of independence. As Britain attempted to enact laws to control the colonies, skirmishes broke out between British soldiers and colonists, and as tensions grew, Patriot leaders began to see the need for building a fighting force. Led by General George Washington, the Continental Army began forming regiments throughout the colonies, but many of its leaders, including Washington, struggled with including African-Americans – both freedmen and slaves – amongst the ranks of white soldiers. However, by the time the war was over and the colonies earned their independence, many African- Americans fought on both sides and played important roles both on and off the battlefield. African-Americans at the time of the Revolution In 1775, Britain and the American colonies were inching closer to war over independence, and at the same time there were approximately 450,000 Africans enslaved in all thirteen colonies (National Park Service [NPS], 2008). While the majority of slavery existed in the south, Africans were treated as second class citizens across the board, and in the discussion of colonial liberty, slaves were not included in the conversation. The irony of white colonists fighting for their freedom while simultaneously holding slaves was not completely lost on all Patriot leaders. Abigail Adams and Patrick Henry were amongst those who questioned the legitimacy of slavery while instigating a fight for freedom, and Benjamin Franklin, in an imagined speech between an Englishman and an American, said, “You Americans make a great Clamour upon every little imaginary Infringement of what you take to be your Liberties, and yet there are no People upon Earth such Enemies to Liberty, such absolute Tyrants” (Holton, 2009, p. 5). But despite the words of these respected men and women, few were willing to relinquish freedom to the enslaved especially as the plantation lifestyle became the norm in the south and the need for manual labor continued to grow. Africans as Soldiers in the Revolution While white colonists were divided on whether or not to wage war with Britain, Africans were united on one thing: the ideas of liberty and freedom. Those freedmen with knowledge of the looming insurrection began to pay attention to the language being used by Patriot leaders and saw the colonies’ fight for independence as a means toward ending slavery. Between 1773 and 1774, numerous Negro groups started petitions to the governor of Massachusetts describing their “intolerable” conditions – coined from the “Intolerable Acts” placed on Massachusetts by Britain – and asking that they be able to earn the money to buy their freedom (Kaplan & Kaplan, 1989). Both Governor Hutchinson and newly-appointed Governor Gage denied the petitions, but word began to spread that a “conspiracy” was arising amongst Negroes to fight for the British if they would grant them emancipation; however, when the first battles at Lexington and Concord broke out in April of 1775 and two months later at the Battle of Bunker Hill, the only black soldiers were on the side of the Patriots (Kaplan & Kaplan, 1989). The militias formed during these early skirmishes were not under the control of the Continental Congress, but later in 1775, when George Washington was named general of the Continental Army, he barred any further recruitment of black soldiers (PBS, n.d.). Washington, himself a slave owner, was amongst the majority of white men who believed that putting guns into the hands of black soldiers was more of a danger than being outmanned by the British Red Coats. Only five months later, the governor of Virginia, Lord Dunmore issued a proclamation declaring any Negro free if they were willing and able to fight for the British army. Colonists were outraged by the issuance of the proclamation because they feared a massive slave revolt, but whether due to increased patrols or fear of retribution, the number of slaves who joined Lord Dunmore’s “Ethiopian regime” was limited. However, the offer of freedom that continued to come from the British inspired slaves throughout the colonies to join their side as the war progressed (Quarles, 1961). The British use of black soldiers, along with a depleted army, forced Washington to reconsider his original refusal to allow black soldiers into the Patriot ranks. By 1776, any black man with prior battle experience was allowed to enlist, and by 1777, the Continental Army accepted any black man, free or slave (PBS, n.d.). Washington and his fellow Patriots followed the lead of the British and offered freedom to those who enlisted and served their full term which encouraged many black men to join the army, even going so far as to escape from their masters in the hopes of someday earning their freedom. The majority of black Patriot soldiers came from the northern colonies and served in integrated regiments where they served various roles from messengers, spies, and nurses, and cooks to sailors and soldiers. The First Rhode Island regiment, however, was comprised of 197 black men commanded by white officers; this unit saw action throughout the war and received high praise for its service (NPS, 2008). Black soldiers from New England could expect to be paid equally to their white counterparts, but there was no chance for them to be promoted in the military for their service. It is estimated that over 100,000 African-Americans escaped or were killed during the war, and although no accurate records were kept regarding the race of soldiers, over 5,000 black men are believed to have served in the Continental Army while around 20,000 served for Britain and the Loyalists (PBS, n.d.). Negroes served valiantly during the war despite having little loyalty to the cause of either side, and several of them have since been recognized for their efforts on the battlefield while others, like Prince Hall and Phillis Wheatley, contributed to the abolition movement that grew out of the war effort. The aftermath of the Revolutionary War had both positive and negative consequences for African-Americans. The idea that independence was being sought from England while slavery still existed for blacks created a sense of hypocrisy amongst top political minds and lead to the beginnings of the abolitionist movement. Almost immediately following the signing of the Treaty of Paris, the states of New England ended slavery while the middle colonies of New York, Pennsylvania, and New Jersey adopted gradual emancipation policies (NPS, 2008). Many Northerners believed that the South would give up on slavery, but as the rise of cotton production grew so too did the South’s need for slaves. The freedom promised to many Southern slaves by the Continental Army was denied, and the end of the war saw a large number of black men and women being sold back into slavery. The slaves who escaped to fight for the British faced a similar fate as many attempting to leave out of Southern ports were denied while many of those who got out of the colonies, were forced back into slavery in the Caribbean (PBS, n.d.). Those freed slaves who were fortunate enough to be given their freedom by Northern colonists or the British continued to face discrimination and unequal opportunities regardless of where they landed post-war. The Declaration of Independence and the spirit of fighting for freedom from oppression did spark abolitionist ideals amongst black men and women, both freed and enslaved, and became a model for civil rights leaders as they worked to end slavery for good (NPS, 2008). Famous African-Americans in the American Revolution Long before the Declaration of Independence was signed, the colonists of Boston were at odds with Britain and their stationing of soldiers in their city. On the night of March 5, 1770, a skirmish broke out between a group of these soldiers and colonists that resulted in the death of 5 men, and the first believed to have been shot by British soldiers was a freed slave by the name of Crispus Attucks. The Boston Massacre became a rallying point for the Patriot cause, and Attucks became regarded as a martyr in the revolution (Kaplan & Kaplan, 1989; Library of Congress, 2010; PBS, n.d.). Attucks became the major figure of the early struggle for independence, both for the Patriots who felt wronged by the presence of British soldiers and for early abolitionists who saw him as a man who transcended race in dying for freedom. As war loomed closer, colonists in New England were encouraged to begin forming militias, and free blacks were allowed to join in order to fill out the ranks. One of the men who enlisted was Peter Salem, a slave who was freed by his owner so that he could fight, and who became a recognized hero of some major northern battles. Salem fought at Concord, one of the first battles, but he is most well-known for his service at the Battle of Bunker Hill where he is credited with shooting British Major Pitcairn as he commanded the colonists to surrender. The resulting confusion caused by the killing of one of the British leaders allowed the Americans to overtake the British and win the battle, which was an unheard of feat (O’Brien, 2009). Another black soldier, Salem Poor, is also credited with fighting valiantly at the Battle of Bunker Hill, and the numerous Patriot officers who were present at the battle submitted a petition in honor of Poor calling him an “excellent soldier” who “behaved like an Experienced officer” (Kaplan & Kaplan, 1989; Quarles, 1961).
Recommended publications
  • Historical Study Guide
    Historical Study Guide Light A Candle Films presents “THE BATTLE OF BUNKER HILL” Historical Study Guide written by Tony Malanowski To be used with the DVD production of THE BATTLE OF BUNKER HILL The Battle of Bunker Hill Historical Study Guide First, screen the 60-minute DocuDrama of THE BATTLE OF BUNKER HILL, and the 30 minute Historical Perspective. Then, have your Discussion Leader read through the following historical points and share your ideas about the people, the timeframe and the British and Colonial strategies! “Stand firm in your Faith, men of New England” “The fate of unborn millions will now depend, under God, on the courage and conduct of this army. Our cruel and unrelenting enemy leaves us only the choice of brave resistance, or the most abject submission. We have, therefore, to resolve to conquer or die.” - George Washington, August 27, 1776 When General Thomas Gage, the British military governor of Boston, sent one thousand troops to arrest Samuel Adams and John Hancock at Lexington in April of 1775, he could not know the serious implications of his actions. Nor could he know how he had helped to set in motion a major rebellion that would shake the very foundations of the mightiest Empire on earth. General Gage was a military man who had been in North America since the 1750s, and had more experience than any other senior British officer. He had fought in the French and Indian War alongside a young George Washington, with whom he still had a friendly relationship. Gage had married an American woman from a prominent New Jersey family, and 10 of their 11 children had been born in the Colonies.
    [Show full text]
  • 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.
    [Show full text]
  • The American Revolution
    The American Revolution The American Revolution Theme One: When hostilities began in 1775, the colonists were still fighting for their rights as English citizens within the empire, but in 1776 they declared their independence, based on a proclamation of universal, “self-evident” truths. Review! Long-Term Causes • French & Indian War; British replacement of Salutary Neglect with Parliamentary Sovereignty • Taxation policies (Grenville & Townshend Acts); • Conflicts (Boston Massacre & Tea Party, Intolerable Acts, Lexington & Concord) • Spark: Common Sense & Declaration of Independence Second Continental Congress (May, 1775) All 13 colonies were present -- Sought the redress of their grievances, NOT independence Philadelphia State House (Independence Hall) Most significant acts: 1. Agreed to wage war against Britain 2. Appointed George Washington as leader of the Continental Army Declaration of the Causes & Necessity of Taking up Arms, 1775 1. Drafted a 2nd set of grievances to the King & British People 2. Made measures to raise money and create an army & navy Olive Branch Petition -- Moderates in Congress, (e.g. John Dickinson) sought to prevent a full- scale war by pledging loyalty to the King but directly appealing to him to repeal the “Intolerable Acts.” Early American Victories A. Ticonderoga and Crown Point (May 1775) (Ethan Allen-Vt, Benedict Arnold-Ct B. Bunker Hill (June 1775) -- Seen as American victory; bloodiest battle of the war -- Britain abandoned Boston and focused on New York In response, King George declared the colonies in rebellion (in effect, a declaration of war) 1.18,000 Hessians were hired to support British forces in the war against the colonies. 2. Colonials were horrified Americans failed in their invasion of Canada (a successful failure-postponed British offensive) The Declaration of Independence A.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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
    [Show full text]
  • African Americans in the War for Independence
    GUIDE TO READING Section What roles did African Americans play in the 4 War for Independence? What spurred some African African Americans Americans to support in the War for Independence the Loyalist cause? What spurred some African Americans to support The Revolutionary War the Patriot cause? When it came to fighting between Patriots on one side and the British and their Loyalist American allies on the other, African Americans joined the side that offered freedom. In the South, where the British held out the K E Y T E R M S promise of freedom in exchange for military service, black men eagerly fought on the British side as Loyalists. In the North, where white Patriots Loyalist, p. 123 were more consistently committed to human liberty than in the South, privateers, p. 126 black men just as eagerly fought on the Patriot side (see Map 4–2). The war began in earnest in August 1776 when the British landed a large army at Brooklyn, New York, and drove Washington’s Continental Army across New Jersey into Pennsylvania. The military and diplomatic turning point in the war came the following year at Saratoga, New York, Guide to Reading/Key Terms when a poorly executed British strategy to take control of the Hudson For answers, see the Teacher’s Resource Manual. River led British general John Burgoyne to surrender his entire army to Patriot forces. This victory led France and other European powers to Teaching Notes enter the war against Britain. Significant fighting ended in October In the words of historian Benjamin Quarles, 1781 when Washington forced Lord Cornwallis to surrender another “The Negro’s role in the Revolution can best be British army at Yorktown, Virginia.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • The Role of Blacks in the Revolutionary War
    Title of Unit: The Forgotten Patriots: The Role of Blacks in the Revolutionary War Vital theme of the unit: Students will learn how African Americans were important in the war effort. Author and contact information: Tammie McCarroll-Burroughs Lenoir City Elementary School 203 Kelley Lane Lenoir City, Tennessee 37771 Phone: (865) 986-2009 ex. # 7349 Email: [email protected] [email protected] Grade Level: Intermediate – Fourth or Fifth Grade Curriculum Standards Addressed: 4.5.6; 4.5.7; 4.5.8; 4.5.11; 4.6.2; 4.6.3 Technology Used: Primary Source Materials Provided in Lessons: Discharge Papers of Oliver Cromwell Newspaper Article from Burlington Gazette Affidavit of Service and Need of Pension Affidavits of Martin Black’s Service and Need of Pension Transcript of Craven County Court Minutes – Included in Background Information Pension Record Approval Page Listing Amount of Pension Additional Sources for Teachers in Separate Folder: Peter Salem Documents and Excerpt from Patriots of Color Phylllis Wheatley Selected Poems and Letter from George Washington Related Web Sites for More Information Unit introduction and overview of instructional plan: Over the course of this unit, students will gain understanding of the roles of freed and enslaved African American Patriots through lessons that go beyond the lessons taught in the textbook. The lessons are based on events and issues that may not necessarily be covered in the textbook. The two selected soldiers and their Pension Records are not identified in our textbook. Peter Salem is identified by name in one lesson of the Fourth Grade text Early United States (Harcourt Brace).
    [Show full text]
  • GRADE 4 Module 3B Unit 1 Student Workbook
    New Yo r k State Common Core English Language Arts Curriculum GRADE 4 Module 3B Unit 1 Student Workbook Mystery Picture "The massacre perpetrated in King Street Boston on March 5th 1770", Rare Book and Special Collections Division, Libraruy of Congress. http://www.loc.gov/pictures/resource/cph.3a45748/ 1 Gallery Walk Document 1 Library of Congress Prints and Photographs Division Washington, D.C LC-DIG-ppmsca-15704 2 Gallery Walk Document 2 Daniels, John H. & Sons. "The Battle of Lexington". Prints and Photographs Division, Library of Congress. http://www.loc.gov/pictures/item/2004669976/ 3 Gallery Walk Document 2 allery Walk Document 3 Currier & Ives., "Destruction of tea at Boston Harbor". Prints and Photographs Division, Library of Congress. http://www.loc.gov/pictures/resource/cph.3b52022/ 4 Gallery Walk Document 4 Library of Congress, Rare Book and Special Collections Division 5 Gallery Walk Document 5 Library of Congress, Rare Book and Special Collections Division 6 Gallery Walk Document 6 Declaration of Independence (US 1776) 7 Gallery Walk Document 7 Currier, N."Declaration of Independence: July 4th 1776". Prints and Photographs Division, Library of Congress. http://www.loc.gov/pictures/resource/cph.3b50118/ 8 Gallery Walk Document 8 “We hold these truths to be self-evident, that all men are created equal, that they are endowed by their creator with certain unalienable Rights, that among these are Life, Liberty, and the pursuit of Happiness.” 9 What Do You See? Note-catcher Part I: Mystery Picture Name: Date: Observations (NOTICE) Inferences Knowledge Describe exactly what you see Say what you conclude from Summarize what you already in the photo.
    [Show full text]
  • Freeborn Men of Color: the Franck Brothers in Revolutionary North America, 1755-1820
    FREEBORN MEN OF COLOR: THE FRANCK BROTHERS IN REVOLUTIONARY NORTH AMERICA, 1755-1820 Shirley L. Green A Dissertation Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY May 2011 Committee: Ruth Wallis Herndon, Advisor Radhika Gajjala Graduate Faculty Representative Lillian Ashcraft-Eason Gretchen Holbrook Gerzina Rebecca Mancuso © 2011 Shirley Louise Swan Green All Rights Reserved iii Abstract Ruth Wallis Herndon, Advisor This dissertation examines the lives of William and Ben Franck, freeborn men of color, who used military service as a means to assert their manhood, gain standing in their community, and help to create free African American and African Canadian communities during the Revolutionary Era. It focuses on the lives and experiences of the Franck family from the 1750s, when Rufus Franck served in the French and Indian War, until the 1820s, when his younger son, Ben Franck, settled in Nova Scotia. At each step of the story, this study analyzes the communities of free people of color with whom the Franck brothers interacted. In doing so, this project challenges traditional narratives and stereotypes of African Americans during the Colonial and Revolutionary Eras. The Franck brothers’ individual histories, closely analyzed, have the power to expand the prism through which we view early American people of color, so that we see their reality more sharply in three ways. 1. The establishment of free families of color and communities throughout North America, from the pre-Revolutionary period until postwar America, was limited by social prejudices and legal prohibitions.
    [Show full text]