DOCSLIB.ORG

'Camera Angles' in New England

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
'Camera Angles' in New England Week 15 Part 1: Vol. 1 Issue 3 &RORQLDO&RQÁLFW Third Quarter OK5-3 ‘Camera Angles’ in New England Click! … winter months they could starve. Especially since the leader of the Wampanoag. He’s also the son of “Alana, are you sure this is a good idea?” the English made them surrender (give up) many Massasoit, the previous sachem who had a better “Of course, Jackson! We’ve been in tighter of their guns.” working relationship with the colonists than he situations before. Besides, we want to be able to “But what about the colonists? They must be did!” get a good picture of what it was like, right?” afraid, too. Did you see that group of American “Lots of English colonists called this King “Well, yes, but in the middle of a war? I don’t Indian warriors in the woods on the other side Philip’s war.” know.” of the river? I’m pretty sure they had several “I guess that’s because they think he started it.” “We’ll try to stay out of site, so don’t worry too colonists with them—and not just soldiers! I saw “And I’m pretty sure he thinks that they did, much. Can you think of a better way?” a woman with three children all being treated like Jackson. It’s all about the ‘camera angle.’ Let’s go “No, but—” prisoners. I don’t mind telling you that now I’m get both perspectives!” … Click! “Calm down, Jackson. We’re just going to getting a little nervous, too!” use the camera to get some snapshots from both ´:KDW":KHUH",GHÀQLWHO\WKLQN sides.” you should get a picture, Alana, “But these guys are really upset!” so that we can learn more “Of course they’re upset. Can you blame about it! Was Metacomet WKHP"'LG\RXVHHWKH:DPSDQRDJFRUQÀHOGZH with them? Did you see passed? I took a picture of it to study more closely him?” later. It looked to me as if the colonists’ livestock “Oh right, had destroyed it. I’m no hoofprint expert, but I’d Metacomet, or King say the cattle trampled everything that they didn’t Philip!” eat along the way.” “Yes, the “I know. That’s not good, Alana.” English called him “Not good at all. If the American Indians here King Philip. The in New England don’t have enough of the three Wampanoag knew sisters for the winter months—” him as Metacomet, “That’s right, the three sisters—corn, beans or Metacom. He’s and squash! If they don’t have enough for the the Great Sachem— American Indians in New England Today fter King Philip’s War, New England even has a huge museum and educational AIndian tribes and colonists of the center. In addition to their work on tribal region worked to rebuild their relationships history and heritage, the Mashantucket over time. Today there are about 20 Pequot run golf courses, a casino and recognized tribes in the New England one of the MGM resorts. This makes the region. A recognized tribe means that the Pequot Nation one of the largest employers WULEHKDVDQRIÀFLDOUHODWLRQVKLSZLWKWKH in the state! Another tribe in Connecticut, U.S. or state government. Some tribes, like the Golden Hill Paugussett tribe, has a the Mashantucket Pequot Tribal Nation reservation that’s only one fourth of an in southeastern Connecticut, have a lot acre. No matter what the size is of the tribe of land and run large businesses. Some or the reservation, American Indians work Mashantucket Pequot live on one of the hard, go to school and are proud of their 0DVKDQWXFNHW3HTXRW0XVHXPDQG5HVHDUFK&HQWHU oldest reservations in the country. This tribe heritage! :HHNRI3DJH a hom Okla .LQJ3KLOLS·V:DU³)LJKWLQJ IRU/DQGDQG/LYHV &RQÁLFWLVVRPHWKLQJZHDOONQRZDOLWWOH Land Acquisition and the What did the American Indians think these about. If you’ve ever had a disagreement with treaties meant? Many tribes thought they would a friend or sibling, you know how easily we New England Settlements share the land with the newcomers. Instead, FDQJHWLQWRDUJXPHQWVRUÀJKWV6RPHWLPHV In 17th century New England, land meant many colonists fenced, farmed and hunted lands ZHÀJKWRYHUWKHODVWVOLFHRISL]]DRUIRUWKH survival for the American Indian tribes who that had been important to American Indians’ FKDQFHWREHWKHÀUVWWRGRVRPHWKLQJ:KDWLI lived there. Wampanoag, Pequot, Nipmuc and survival. Both the colonists and American you fought for something that would make a 1DUUDJDQVHWW,QGLDQVÀVKHGWKHFRDVWVDQG ,QGLDQVORVWOLYHVZKHQFRQÁLFWVWXUQHGYLROHQW huge difference to your family’s life or to its farmed the land for thousands of years before HVSHFLDOO\LQZKHQFRORQLVWVIRXJKWWKH survival? What if there was just enough food to places like Rhode Island, Massachusetts or Pequot. However, while colonial populations feed your family and someone stole it? There Connecticut were even thought of. The arrival continued to rise, the American Indians fought are always two perspectives, or two sides, to of Europeans, though, would change American for enough land to hunt or farm to feed their DQDUJXPHQWRUÀJKW%RWKVLGHVFDQEHOLHYHVR Indians’ lives forever. families. Their populations began to decrease. strongly in their perspective that if one group Colonists had come from Europe to build By 1675, Metacomet led the Wampanoag, feels threatened by the other, the outcome new settlements and practice their religions and they had had enough. Known to the can be tragic. Let’s look at what happened in freely. They saw the land in the Americas English as King Philip, Metacomet organized &RORQLDO1HZ(QJODQG,WZDVWKHUHWKDWDÀJKW as a gift from God. These colonists brought a rebellion against the Plymouth Colony. for land led to a little-known but deadly war in new religions, powerful weapons, a hunger (QJOLVKRIÀFLDOVKDQJHGWKUHH:DPSDQRDJ our country’s history. for wealth and land, as well as diseases that Indians. These Wampanoag were accused infected the American Indians. When colonists of killing another American Indian who had made land treaties with American Indians, they warned colonists. Warrior attacks on colonial thought the tribes would leave the area. YLOODJHVEHJDQRQ-XQHDQGODVWHGIRURYHU a year. The Nipmuc and Narragansett tribes soon joined the Wampanoag. These tribes ÀHUFHO\DWWDFNHGYLOODJHDIWHUYLOODJH6RPH tribes, such as the Pequot and the Mohegan, sided with the colonists. Colonial leaders also called for all men between the ages of 16 and 60 to join a local militia (armed force). They formed an army of 1,000 men and mounted their own attack—with devastating results. In December 1675, the militia destroyed a large American Indian village near South Kingston, R.I. Estimates of the number of Narrangansett killed range 'LDU\RI$OH[DQGHU%DUFOD\ 0HUFKDQWRI)RXUWK6WUHHW3KLODGHOSKLD -XQH :KDWDÀQH-XQHGD\WRKDYHPHWWKHVKLSWKH7KUHH6LVWHUVLQ WKHKDUERU2XUKRXVHKROGDZRNHHDUO\WRKHOSFODLPRXUVKLSPHQW 7KHÀJKWLQJZLWKWKH)UHQFKDQG$PHULFDQ,QGLDQVKDGHPSWLHGRXU shelves and barrels faster than we could replenish (restock). Crowds at the dock were cheering as the crates came down the gangplank. We were thrilled! :HUHDFKHGKRPHDVWKHVXQFOLPEHGDERYHXV1RPLGGD\UHVWDV FXVWRPHUVGHPDQGHGJRRGVEXWZHKHOGWKHPDWED\XQWLOZHFRXOGJHW organized. Spirits rose even higher as we checked items off the list—a JUHDWYDULHW\RIXVHIXOLWHPVLQGHHG:HQRZKDYHSOHQW\RIZRROHQV VLONVVROHOHDWKHUEXWWRQVDQGGU\JRRGV7KHFUDWHVRIULFHVXJDU and oil will be especially appreciated. Pistols and muskets remain in FUDWHVIRUWKH&RORQHOWRLQVSHFW,FKHFNHGRQWKHEDUUHOVRISRZGHU and they seemed to be dry and ready for customers to collect. ,WLVÀQDOO\WLPHIRURXUHYHQLQJPHDO:HVHWWOHGVHYHUDOGHEWV (monies owed) today and were promised by the Colonel that our goods ZRXOGQRWEHWDNHQDZD\,QH[FKDQJHZHZLOOH[WHQGFUHGLWWRWKHP IRUWKHUHPDLQGHURIWKHFRQÁLFW 9RO,VVXH$XJUSA Studies Weekly — 1607 to 1806 (ISSN 2325-7261) is published in August, October, January and 0DUFKE\$PHULFDQ/HJDF\3XEOLVKLQJ,QF$SSOLFDWLRQWR0DLODW3HULRGLFDOV3RVWDJH3ULFHVLV3HQGLQJDW3OHDVDQW*URYH87 DQGDWDGGLWLRQDOPDLOLQJRIÀFHV.QRZQRIÀ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he war lasted into the summer of 1676, but Metacomet lost support as disease and starvation took its toll on area tribes. Only a few small tribal communities survived, and King Philip was killed as KHÁHGIURP(QJOLVKWURRSV%\WKH 6XGEXU\0DVVDFKXVHWWV end of the war, about 50 colonial villages had been attacked, and 6XGEXU\0DVVLVDWRZQRIDERXWSHRSOH:LWK some of them were completely WKHKHOSRIPRGHUQWUDQVSRUWDWLRQLWLVQRZFRQVLGHUHGSDUW destroyed. When we look RI%RVWRQ·VVXEXUEDQ0HWUR:HVWUHJLRQ%XWZKHQFRORQLVWV from both perspectives, VHWWOHGWKHYDOOH\LQ6XGEXU\ZDVMXVWDFROOHFWLRQRI misunderstandings and VLPSOHVKHOWHUVRQWKHEDQNVRIWKH6XGEXU\5LYHU,WZDVD violence made life for everyone \HDUODWHUWKDWZRUNHUVFRQVWUXFWHGWKHÀUVWPLOODQGWZR H[WUHPHO\GLIÀFXOW \HDUVODWHUWKDWSHRSOHEXLOWWKHÀUVWFKXUFK7KHWRZQZDV RIÀFLDOO\IRXQGHGLQDQGPRUHVWUXFWXUHVZHUHDGGHGDV people settled the area. (DUO\LQLWVKLVWRU\6XGEXU\EHFDPHDSDUWRI.LQJ3KLOLS·VZDU 6XGEXU\ZDVDWWDFNHGRQ$SULO:DUULRUVEXUQHGKRPHV DQGIDUPVDQGDERXWVROGLHUVGLHGDWWKH%DWWOHRI*UHHQ +LOO:KLOHWKLVZDVDYLFWRU\IRUWKH$PHULFDQ,QGLDQV6XGEXU\ UHVLGHQWVGHFLGHGWKH\ZHUHQ·WJRLQJDQ\ZKHUH7KH6XGEXU\ PLOLWLDDOVRIRXJKWLQWKH)UHQFKDQG,QGLDQ:DUDQGWKHWRZQ RUJDQL]HGVL[FRPSDQLHVRIVROGLHUVIRUWKH5HYROXWLRQDU\:DU WKDWIROORZHG)RUDVWDUW6XGEXU\WURRSVSDUWLFLSDWHGLQWKH 1775 battle in the neighboring town of Concord. ,Q6XGEXU\ZDVGLYLGHGLQWRWZRWRZQVRQHLWKHUVLGH
Load more

Recommended publications
  • Unit 2 Guide
    AP US History Unit 2 Study Guide “Salutary Neglect” Enlightenment terms to remember Balance of trade Philosophes Mercantilism John Locke Tariffs Tabula rasa Navigation Acts Social Contract Natural Rights Montesquieu Benjamin Franklin French and Indian War Ft. Duquesne Relative advantages (Brit./France) Gov. Dinwiddie The Great Expulsion (1755-63) George Washington William Pitt, Sr. The Brave Old Hendrick Battle of the Plains of Abraham Albany Plan for Union Treaty of Paris, 1763 Pontiac´s Rebellion Discontent Proclamation Line of 1763 John Dickinson Letters from a Pennsylvania Farmer East Florida, West Florida, Quebec Boston Massacre Sugar Act (1764) Samuel Adams Admiralty courts John Adams Virtual representation Gaspee incident (1772) Stamp Act (1765) Committees of Correspondence Stamp Act Congress Tea Act of 1773 Patrick Henry British East India Co. "Sons of Liberty" Boston Tea Party Quartering Act Quebec Act, 1774 Declaratory Act Coercive (Intolerable) Acts Townshend Duties (1767) First Continental Congress Massachusetts General Court’s Circular Letter (1768) War of Independence Lexington and Concord Battle of Saratoga Second Continental Congress Alliance of 1778 General Washington Netherlands and Spain Olive Branch Petition Valley Forge Battle of Bunker Hill Privateers and the “Law of the Sea” Three-phases of the war League of Armed Neutrality, 1780 Thomas Paine’s Common Sense John Paul Jones Declaration of Independence Yorktown Thomas Jefferson Newburgh Conspiracy Loyalists Sir George Rodney, Battle of Saints, 1782 Hudson Valley Campaign
    [Show full text]
  • Revolutionary America Syllabus.Pages
    THE AGE OF HAMILTON SAM HOUSTON STATE UNIVERSITY Professor: Dr. Benjamin E. Park Office: ABIV, Room 403 HIST 4378 Phone: (936) 294-1490 REVOLUTIONARY AMERICA Office Hours: M & W, 9:30-11:00am SPRING 2018 Email: [email protected] MWF 12:00-12:50 Twitter: @BenjaminEPark CHSS 232 REVOLUTIONARY AMERICA SPRING 2018 Digging into Hamilton’s America Viewing the Formation of a Nation through the Eyes of an Immigrant In the last few years, the broadway play Hamilton: An American Musical, has taken the nation by storm. A racially diverse cast, catchy hip-hop tunes, and a culturally relevant message has made the production both critically acclaimed and immensely popular. Thanks to Lin-Manuel Miranda, Alexander “…these united Colonies Hamilton is, as the kids say, “hot.” But what about Hamilton’s world? A broadway are, and of Right ought musical is not meant to be a historical treatise, as to be Free and any production is destined to take literary license. Nor does the play seek to tell the entire story of Independent States…” revolutionary America. This course will put flesh on Miranda’s skeleton—and in some cases, attempt to By the end of this semester, students are expected to: perform drastic reconstructive surgery on our • Acquire a substantial knowledge of America’s complex cultural myths. My hope is that you’ll see the revolution by reading primary and secondary sources. nation’s founding like you never have before. • Demonstrate competence of the historian’s craft by We will be using two different—and somewhat outlining key themes and methods historians have competing—lenses for this class.
    [Show full text]
  • A Road Map to Civil War: Northwest Ordinance (1787) Louisiana
    3/17/2014 Northwest Ordinance (1787) (1787) Banned slavery in the Northwest territories A Road Map to Civil War: An Uneasy Compromise Louisiana Purchase (1803) Missouri Compromise (1820) Lead to the debate on expansion of slavery Created MO/ME and banned slavery north of the 36 °°° parallel Doubled the size 36’30 Line of the U.S. Kept the balance of free & slave states 1 3/17/2014 Slavery and Abolitionism Mexican Cession and Gold Rush • Abolitionists • Opened up new debate believed slavery about the expansion of was morally wrong slavery should be ended immediately • Many northerners did not want slavery to expand west • Southerners denied the • Southerners defended the allegations of expansion of slavery, Abolitionists and defended slavery arguing that slaves were and the treatment property of African Americans • The population boom in California lead to its admittance as a free state and an unbalance of power in Congress between free and slave states Wilmot Proviso The Debate of 1850 Debate in Congress centered on California becoming a state The Great Three took the lead in Congress Clay seeks a compromise and makes over 70 speeches in the House (Webster supported holding the Union together) In the Senate, Calhoun (too sick to read his own statements) calls for the south to secede – DIES DURING THE DEBATE 2 3/17/2014 Compromise of 1850 Fugitive Slave Law • Helped California admitted slaveholders as a free state return escaped slaves to the south • Fugitives held without warrants • Commissioners Slave trade paid $5 to release ended in and $10 for return to slave owner D.C.
    [Show full text]
  • Continental Congress
    Acts What they did . Writs of Assistance allowed customs (British) officers to search any location for smuggled goods (especially ships) . Stamp Act taxed all printed material; newspapers, pamphlets, playing cards, and wills (Colonists rioted and boycotted British goods, smuggling) “ No taxation without Representation” British Acts Acts What they did Townshend Acts Tax on glass, tea, paper, lead (imported goods) Boycott of British Goods – Nonimportation Agreement Tea Act Law that let British East India Company bypass merchants to sell directly to colonists (Britain had excess tea that was not being purchased and they needed to get rid of it) Quartering Act Housing British troops http://images.metmuseum.org/CRDImages/dp/original/DP827936.jpg Boston Massacre • Redcoats set up camp in Boston to support the tax collectors who were being threatened by colonists • Redcoats acted rudely and violently • They were poor so they often stole from colonists • March 5, 1770 • Bostonians and Redcoats argue • Bostonians moved through the streets to the Customs House • British soldiers panic • A shot is fired • 5 Bostonians lay dead • Soldiers were arrested and tried for murder. • John Adams was the lawyer who defended them Boston Tea Party Because of the tea act, East India Company’s tea was cheaper than any other tea. The colonists again boycotted British goods to show their dislike of British tea control. Boston Tea Party Colonists in Boston and Philadelphia planned to stop the company’s ships from unloading. In all colonial ports except Boston, colonists forced the company’s ships to return to Britain. Boston Tea Party In Boston Harbor in December 1773, the royal governor ordered the tea unloaded.
    [Show full text]
  • Grade 8 Us History 1754-1877
    GRADE 8 U.S. HISTORY 1754-1877 Pacing Calendar 2016-2017 Social Studies Process Skills for Organizing and Analyzing Information Resources, Websites and Activities Process Standards: The student will Graphic Organizers Interactive Graphic Organizers NEW: Social Studies Web Links and Resources 1. Identify, analyze, and interpret primary and Graphic Organizers Print Outs secondary sources and artifacts. NEW: National Archives—Teaching Documents 2. Distinguish between fact and opinion in Organizing and Analyzing Information Lesson Plans examining documentary sources GIST History Frames Activities and Resources 3. Recognize and explain how different points History Frame Form 1. Decision Making in U.S. History of view have been influenced by social, History Frame Pyramid 2. Use Graphic Novel from Glencoe political, economic, historic and geographic Mind Maps 3. Chester the Crab Graphic Novel changes. Mind Maps History Examples 4. Nystrom United States History Atlas including 4. Construct timelines of key events, periods, Mind Map Examples for Geography the district website copy and historically significant individuals. Mind Map Forms 5. Explain the relationships between One Sentence Summary Websites: geography and the historical developments One Word Summary Links from Tolland Middle School by using maps, graphs, charts, visual Power Thinking Power Thinking Chart images, and computer-based technologies. District U.S. History Power Point Website Power Thinking Chart for Geography 6. Develop discussion, debate, and Prediction with Evidence persuasive writing and speaking skills, District Government Power Point Website Problem-Solution Chart focusing on enduring issues and Think Pair Share Power Point Palooza demonstrating how divergent viewpoints Three Minute Pause have been and continue to be addressed Three Minute Pause Chart Mr.
    [Show full text]
  • The Second Amendment in Action
    Chicago-Kent Law Review Volume 76 Issue 1 Symposium on the Second Amendment: Article 4 Fresh Looks October 2000 The Second Amendment in Action Michael A. Bellesiles Follow this and additional works at: https://scholarship.kentlaw.iit.edu/cklawreview Part of the Law Commons Recommended Citation Michael A. Bellesiles, The Second Amendment in Action, 76 Chi.-Kent L. Rev. 61 (2000). Available at: https://scholarship.kentlaw.iit.edu/cklawreview/vol76/iss1/4 This Article is brought to you for free and open access by Scholarly Commons @ IIT Chicago-Kent College of Law. It has been accepted for inclusion in Chicago-Kent Law Review by an authorized editor of Scholarly Commons @ IIT Chicago-Kent College of Law. For more information, please contact [email protected], [email protected]. THE SECOND AMENDMENT IN ACTION MICHAEL A. BELLESILES* INTRODUCTION What follows may be entirely irrelevant. There are those who argue that historical inquiry offers nothing to our understanding of the Second Amendment. This postmodernist position is well represented by Charlton Heston, who has dismissed historical scholarship as not in the least bit relevant and called for historians to stop wasting their time in the archives.1 Akhil Amar recently stated that current understandings of the original meaning of the Second Amendment "might be false as a matter of historical fact but [are] nonetheless true as a matter of constitutional law."' 2 William Van Alstyne insists that historical research into the context of the Second Amendment "doesn't seem to me to make a very great deal of difference against the background of Bunker Hill, and the minutemen, and the imagery that this is the nature of things."3 Postmodernism denies the value and even the validity of historical context, emphasizing instead language and image; truth itself is a rhetorical social construct, it is the critic's representation of the past that matters.
    [Show full text]
  • Chapter 5 the Americans.Pdf
    Washington (on the far right) addressing the Constitutional Congress 1785 New York state outlaws slavery. 1784 Russians found 1785 The Treaty 1781 The Articles of 1783 The Treaty of colony in Alaska. of Hopewell Confederation, which Paris at the end of concerning John Dickinson helped the Revolutionary War 1784 Spain closes the Native American write five years earli- recognizes United Mississippi River to lands er, go into effect. States independence. American commerce. is signed. USA 1782 1784 WORLD 1782 1784 1781 Joseph II 1782 Rama I 1783 Russia annexes 1785 Jean-Pierre allows religious founds a new the Crimean Peninsula. Blanchard and toleration in Austria. dynasty in Siam, John Jeffries with Bangkok 1783 Ludwig van cross the English as the capital. Beethoven’s first works Channel in a are published. balloon. 130 CHAPTER 5 INTERACT WITH HISTORY The year is 1787. You have recently helped your fellow patriots overthrow decades of oppressive British rule. However, it is easier to destroy an old system of government than to create a new one. In a world of kings and tyrants, your new republic struggles to find its place. How much power should the national government have? Examine the Issues • Which should have more power—the states or the national government? • How can the new nation avoid a return to tyranny? • How can the rights of all people be protected? RESEARCH LINKS CLASSZONE.COM Visit the Chapter 5 links for more information about Shaping a New Nation. 1786 Daniel Shays leads a rebellion of farmers in Massachusetts. 1786 The Annapolis Convention is held.
    [Show full text]
  • The Sons and Daughters of Liberty Questions
    Name Date The Sons and Daughters of Liberty By Cindy Grigg Caption: A depiction of the tarring and feathering of Commissioner of Customs John Malcolm, a Loyalist, by five Patriots on 5 January 1774 under the Liberty Tree in Boston, Massachusetts. Tea is also being poured into Malcolm's mouth. The print shows the Boston Tea Party occurring in the background, though that incident had in fact taken place four weeks earlier. Note the noose in the tree and the Stamp Act posted upside-down. After Britain began taxing the colonies in 1765, the colonists were angry. They had no representatives in the British Parliament. In Boston, there were public demonstrations. People flooded the streets to protest what they felt were unfair taxes. Angry mobs went to the home of the king's agent who was supposed to collect taxes in the colony. Colonists who fought the tax called themselves the "Sons of Liberty." The name came from a speech made by a member of Parliament. He also opposed the tax. Some of the Sons were common laborers. Some were merchants. Some were lawyers. Some were artists. Some were doctors. Some were newspaper publishers and writers. All of them were Patriots. They supported political freedom in the colonies. These men often held public protests against British taxes and laws. They rallied around "Liberty Trees", "Liberty Poles", or other public meeting places. In Boston, two prominent leaders were Paul Revere and Samuel Adams. In 1773, the tax on tea led the Sons of Liberty to make a public statement. "It is essential to the freedom and security of a free people that no taxes be imposed on them but by their own consent or that of their representatives." They declared that as long as tea was taxed, anyone who brought tea into the colony "shall be deemed an enemy to the liberties of America." The Sons of Liberty planned and carried out the Boston Tea Party in December 1773.
    [Show full text]
  • The Land Ordinance of 1785
    p0138-139aspe-0205gs 10/16/02 3:54 PM Page 138 APHY OGR GE T SPOTLIG H The Land Ordinance of 1785 When states ceded, or gave up, their western lands to the United States, the new nation became “land rich” even though it was “money poor.” Government leaders searched for a way to use the land to fund such services as public education. The fastest and easiest way to raise money would have been to sell the land in huge parcels. However, only the rich would have been able to purchase land. The Land Ordinance of 1785 made the parcels small and affordable. The Land Ordinance established a plan for dividing the land. The government would first survey the land, dividing it into townships of 36 square miles, as shown on the map below. Then each township would be divided into 36 sections of 1 square mile, or about 640 acres, each. An individual or a family could purchase a sec- tion and divide it into farms or smaller units. A typical farm of the period was equal to one-quarter section, or 160 acres. The minimum price per acre was one dollar. Government leaders hoped the buyers would develop farms and establish com- munities. In this way settlements would spread across the western territories in an orderly way. Government surveyors repeated the process thousands of times, impos- ▼ Aerial photograph showing how ing frontier geometry on the land. the Land Ordinance trans- In 1787, the Congress further provided for the orderly development of the formed the landscape into a Northwest Territory by passing the Northwest Ordinance, which established how patchwork of farms.
    [Show full text]
  • Sons of Liberty Patriots Or Terrorists
    The Sons of Liberty : Patriots? OR Common ? Core Terrorists focused! http://www.teacherspayteachers.com/Store/Mr-Educator-A-Social-Studies-Professional Instructions: 1.) This activity can be implemented in a variety of ways. I have done this as a class debate and it works very, very well. However, I mostly complete this activity as three separate nightly homework assignments, or as three in-class assignments, followed by an in-class Socratic Seminar. The only reason I do this is because I will do the Patriots v. Loyalists: A Common Core Class Debate (located here: http://www.teacherspayteachers.com/ Product/Patriots-vs-Loyalists-A-Common-Core-Class-Debate-874989) and I don’t want to do two debates back-to-back. 2.) Students should already be familiar with the Sons of Liberty. If they aren’t, you may need to establish the background knowledge of what this group is and all about. 3.) I will discuss the questions as a class that are on the first page of the “Day 1” reading. Have classes discuss what makes someone a patriot and a terrorist. Talk about how they define these words? Can one be one without being the other? How? Talk about what both sides are after. What are the goals of terrorists? Why are they doing it? It is also helpful to bring in some outside quotes of notorious terrorists, such as Bin Laden, to show that they are too fighting for what they believe to be a just, noble cause. 4.) For homework - or as an in-class activity - assign the Day 1 reading.
    [Show full text]
  • Chronology of the American Revolution
    INTRODUCTION One of the missions of The Friends of Valley Forge Park is the promotion of our historical heritage so that the spirit of what took place over two hundred years ago continues to inspire both current and future generations of all people. It is with great pleasure and satisfaction that we are able to offer to the public this chronology of events of The American Revolution. While a simple listing of facts, it is the hope that it will instill in some the desire to dig a little deeper into the fascinating stories underlying the events presented. The following pages were compiled over a three year period with text taken from many sources, including the internet, reference books, tapes and many other available resources. A bibliography of source material is listed at the end of the book. This publication is the result of the dedication, time and effort of Mr. Frank Resavy, a long time volunteer at Valley Forge National Historical Park and a member of The Friends of Valley Forge Park. As with most efforts of this magnitude, a little help from friends is invaluable. Frank and The Friends are enormously grateful for the generous support that he received from the staff and volunteers at Valley Forge National Park as well as the education committee of The Friends of Valley Forge Park. Don R Naimoli Chairman The Friends of Valley Forge Park ************** The Friends of Valley Forge Park, through and with its members, seeks to: Preserve…the past Conserve…for the future Enjoy…today Please join with us and help share in the stewardship of Valley Forge National Park.
    [Show full text]
  • Religion, Establishment, and the Northwest Ordinance: a Closer Look at an Accommodationist Argument Thomas Nathan Peters University of Kentucky
    Kentucky Law Journal Volume 89 | Issue 3 Article 8 2001 Religion, Establishment, and the Northwest Ordinance: A Closer Look at an Accommodationist Argument Thomas Nathan Peters University of Kentucky Follow this and additional works at: https://uknowledge.uky.edu/klj Part of the Constitutional Law Commons, First Amendment Commons, Legal History Commons, and the Religion Law Commons Click here to let us know how access to this document benefits oy u. Recommended Citation Peters, Thomas Nathan (2001) "Religion, Establishment, and the Northwest Ordinance: A Closer Look at an Accommodationist Argument," Kentucky Law Journal: Vol. 89 : Iss. 3 , Article 8. Available at: https://uknowledge.uky.edu/klj/vol89/iss3/8 This Note is brought to you for free and open access by the Law Journals at UKnowledge. It has been accepted for inclusion in Kentucky Law Journal by an authorized editor of UKnowledge. For more information, please contact [email protected]. Religion, Establishment, and the Northwest Ordinance: A Closer Look at an Accommodationist Argument BY THOMAS NATHAN PETERS* cholarly interpreters of the Establishment Clause fall generally into two camps: separationists who claim the Establishment Clause bars the federal government from legislating religion' and accommodationists who claim the Establishment Clause bars only the preferential treatment of religious groups.2 While scholars in both camps J.D. expected 2002, University of Kentucky. The author is indebted to the work of Jim Allison and Susan Batte, independent researchers who have spent countless hours studying primary source documents related to religious liberty in America. The author at one time participated with Allison and Batte in a collaborative web page dealing with religious liberty issues.
    [Show full text]