Stephan P. Zacharias Lt. Col. James Innes, Williamsburg Volunteers And
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The Making of the Constitution
THE MAKING OF THE CONSTITUTION CLE Credit: 1.0 Thursday, June 14, 2018 12:00 p.m. - 1:00 p.m. Bluegrass Ballroom I Lexington Convention Center Lexington, Kentucky A NOTE CONCERNING THE PROGRAM MATERIALS The materials included in this Kentucky Bar Association Continuing Legal Education handbook are intended to provide current and accurate information about the subject matter covered. No representation or warranty is made concerning the application of the legal or other principles discussed by the instructors to any specific fact situation, nor is any prediction made concerning how any particular judge or jury will interpret or apply such principles. The proper interpretation or application of the principles discussed is a matter for the considered judgment of the individual legal practitioner. The faculty and staff of this Kentucky Bar Association CLE program disclaim liability therefore. Attorneys using these materials, or information otherwise conveyed during the program, in dealing with a specific legal matter have a duty to research original and current sources of authority. Printed by: Evolution Creative Solutions 7107 Shona Drive Cincinnati, Ohio 45237 Kentucky Bar Association TABLE OF CONTENTS The Presenter .................................................................................................................. i The Framers' Coup ......................................................................................................... 1 Interpreting the Convention ................................................................................. -
PATRICK HENRY May 29, 1736 – June 6, 1799
PATRICK HENRY May 29, 1736 – June 6, 1799 Patrick Henry was one of the Founding Fathers of the United States. He was a gifted speaker known for his rousing speeches and strong support for revolution against the British. He was born in the American colony of Virginia (Hanover County) on May 29, 1736. His father, John Henry, was a tobacco farmer and judge. Patrick had ten brothers and sisters. As a child, Patrick like to hunt and fish. He attended the local one-room school and was tutored by his father. When Patrick was just 16 years old he opened a local store with his brother William. The store was a failure, however, and the boys soon had to close it. A few years later Patrick married Sarah Shelton and started his own farm. Patrick wasn't much good as a farmer either. When his farmhouse burned down in a fire, Patrick and Sarah moved in with her parents at the Hanover Tavern. Living in town, Patrick realized that he liked to talk and argue politics and law. He studied law and through examination by prominent Virginia lawyers became a licensed attorney in 1760. Patrick was a very successful lawyer handling hundreds of cases. He had finally found his career. Although Patrick Henry is best known for his “give me liberty or give me death” speech delivered at Richmond’s St. John’s Church in 1775, his great oratory skills and patriotic fervor were first recognized when he argued damages for the defense in the famous Parson’s Cause. On December 1st, 1763, he was called to the Courthouse adjacent to Hanover Tavern to argue this famous challenge to royal authority that helped to spark the American Revolution. -
History of Virginia
14 Facts & Photos Profiles of Virginia History of Virginia For thousands of years before the arrival of the English, vari- other native peoples to form the powerful confederacy that con- ous societies of indigenous peoples inhabited the portion of the trolled the area that is now West Virginia until the Shawnee New World later designated by the English as “Virginia.” Ar- Wars (1811-1813). By only 1646, very few Powhatans re- chaeological and historical research by anthropologist Helen C. mained and were policed harshly by the English, no longer Rountree and others has established 3,000 years of settlement even allowed to choose their own leaders. They were organized in much of the Tidewater. Even so, a historical marker dedi- into the Pamunkey and Mattaponi tribes. They eventually cated in 2015 states that recent archaeological work at dissolved altogether and merged into Colonial society. Pocahontas Island has revealed prehistoric habitation dating to about 6500 BCE. The Piscataway were pushed north on the Potomac River early in their history, coming to be cut off from the rest of their peo- Native Americans ple. While some stayed, others chose to migrate west. Their movements are generally unrecorded in the historical record, As of the 16th Century, what is now the state of Virginia was but they reappear at Fort Detroit in modern-day Michigan by occupied by three main culture groups: the Iroquoian, the East- the end of the 18th century. These Piscataways are said to have ern Siouan and the Algonquian. The tip of the Delmarva Penin- moved to Canada and probably merged with the Mississaugas, sula south of the Indian River was controlled by the who had broken away from the Anishinaabeg and migrated Algonquian Nanticoke. -
The Possibility of Freedom for Slaves
LESSON THREE: THE POSSIBILITY OF FREEDOM FOR SLAVES INTRODUCTION In 1775, Lord Dunmore, the last royal governor of Virginia, issued a proclamation offering freedom to any slave or indentured servant willing to bear arms and fight for the British. In this activity, students will examine Dunmore’s Proclamation and use other primary sources to determine Virginians’ reaction to the proclamation. OBJECTIVES As a result of this lesson, students will be able to: 1. Analyze primary source documents to complete an issue analysis. 2. Explain how Dunmore’s Proclamation challenged the institution of slavery. 3. Identify the potential consequences of Dunmore’s Proclamation for all the parties involved—black and white, British and Virginian. MATERIALS NEEDED Teacher Reference—Background Information on Dunmore’s Proclamation Transcription of Dunmore’s Proclamation Letter to the Virginia Gazette Regarding Dunmore’s Proclamation LearningCheck™ Files: BACKGR, GUIDE, SOURCES, and ASSESS Class set of TI-83 Pluses or TI-83 Plus Silver Editions TI-Navigator™ Classroom Learning System LearningCheck™ Application for the TI-83 Plus and TI-83 Plus Silver Edition LearningCheck Creator™ Class set of TI-Keyboards TI-Navigator Instructions Tip Sheet (optional) PROCEDURE SETTING THE STAGE 1. Distribute copies of the Transcription of Dunmore’s Proclamation to students. 2. Give students the BACKGR LearningCheck™ file containing teacher-generated questions. Have students access the file. (Additional instructions for using the LearningCheck™ application are available on the LearningCheck™ Tip Sheet.): a. The first four questions are general comprehension multiple-choice questions about the document, with the first question being “What is the main idea of the document?” b. -
LORD DUNMORE's ETHIOPIAN REGIMENT by CHARLES W
LORD DUNMORE'S ETHIOPIAN REGIMENT by CHARLES W. CAREY, JR. Thesis submitted to the Faculty of the Virginia Polytechnic Institute and State University in partial fulfillment of the requirements for the degree of MASTERS OF ARTS IN HISTORY Peter Schmitthenner March 1995 Blacksburg, Virginia u_,'+........._ LORD DUNMORE'S ETHIOPIAN REGIMENT by Charles w. Carey, Jr. Peter Wallenstein, Chairman Department of History (ABSTRACT) Most observers consider that Lord Dunmore was the driv ing force behind the creation of the Ethiopian Regiment. This paper demonstrates that the slaves themselves provided the necessary impetus for bringing about Dunmore's Procla mation of Emancipation, and that the governor simply re sponded to slaves• willingness to take up arms in pursuit of liberty. This paper also considers the role played by non slave actors in the exploits of the Regiment. These actors included the British Parliament; various British military and government officials; the Virginia Convention of 1775; the various Virginia military units, both regular and volunteer; and the white population of Virginia as a whole. However, primary emphasis is placed upon the efforts and actions of the Ethiopians themselves. The first chapter investigates the events which led up to Dunmore's Declaration of Emancipation, and clarifies the degree to which the servile uprisings in the preceding cen tury influenced Dunmore's decision to free and arm Virginia's slaves. The second chapter details the Ethiopians' involve ment in the military actions associated with the Battle of Great Bridge on December 9, 1775. The third chapter describes the Regiment's other engagements, including its defense of the Portsmouth enclave and the British sanctuary on Gwynn's Island, and the skirmishes at St. -
Governor Annapolis Convention Edmund Randolph * Did Not Attend
Officers of the Commonwealth of Virginia 1787–1788 Governor Annapolis Convention Edmund * Did not attend Randolph James Madison Council of State Edmund Randolph Beverley St. George Tucker Randolph (Lt. Governor) Carter Braxton Walter Jones* Joseph Jones George Mason* James McClurg William Ronald* Boiling Stark David Ross* James Wood Meriwether Smith* Miles Selden (resigned 31 March 1788) Sampson Mathews (resigned, 7 April 1788) Delegates to Congress Elected 7 November 1786 William Heth Edward Carrington (first attended 2 June 1788) William Grayson Treasurer Joseph Jones (declined) Jaquelin Ambler Richard Henry Lee Auditor of Public James Madison Accounts John Pendleton Elected 23 October 1787 John Brown Receiver General Edward Carrington of Continental Taxes John Hopkins Cyrus Griffin (President) Attorney General Henry Lee James Innes James Madison Solicitor General Confederation Board of Treasury Leighton Wood Arthur Lee General Court Paul Carrington Constitutional Convention (Chief Justice) Peter Lyons John Blair James Mercer James Madison William Fleming George Mason Henry Tazewell James McClurg Elected 4 Edmund Randolph January 1788 Gabriel Jones George Washington (President) (declined) Richard Parker George Wythe Joseph Prentis Patrick Henry (declined) St. George Richard Henry Lee (declined) Tucker Alexander Thomas Nelson, Jr. (declined) White Court of Chancery Edmund Minister to France Pendleton (President) George Wythe Thomas Jefferson John Blair Court of Secretary to Thomas Jefferson Admiralty Richard Cary William Short James Henry John Tyler Cite as: The Documentary History of the Ratification of the Constitution Digital Edition, ed. John P. Kaminski, Gaspare J. Saladino, Richard Leffler, Charles H. Schoenleber and Margaret A. Hogan. Charlottesville: University of Virginia Press, 2009. Canonic URL: http://rotunda.upress.virginia.edu/founders/RNCN-02-08-01- 0014 [accessed 06 Jan 2011] Original source: Ratification by the States, Volume VIII: Virginia, No. -
The Library of St George Tucker
W&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects 1973 The Library of St George Tucker Jill Moria Coghlan College of William & Mary - Arts & Sciences Follow this and additional works at: https://scholarworks.wm.edu/etd Part of the Library and Information Science Commons, and the United States History Commons Recommended Citation Coghlan, Jill Moria, "The Library of St George Tucker" (1973). Dissertations, Theses, and Masters Projects. Paper 1539624830. https://dx.doi.org/doi:10.21220/s2-56ky-vq24 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]. THE LIBRARY OF ST. GEORGE TUCKER 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 Jill M. Coghlan 1973 APPROVAL SHEET This thesis is submitted in partial fulfillment of the requirements for the degree of Master of Arts Jill Coghlan Approved, March 1973. Jane Carson Henry £% Gmunder Anthony J. Esle ii TABLE OF CONTENTS Page ACKNOWLEDGEMENTS...............•................... iv ABSTRACT......... v CHAPTER I. ACQUISITION OF THE LIBRARY . ............. 2 CHAPTER II. DESCRIPTION OF THE LIBRARY . ............ 27 APPENDIX A. NOTE ON BIBLIOGRAPHIC STYLE...........61 APPENDIX B. PURCHASES FROM ELIZABETH INNES ..... 63 APPENDIX C. PURCHASES FROM THE McCROSKEYS ...... 66 APPENDIX D. ESTATE LIST ................ 70 CATALOGUE OF THE LIBRARY . ......................85 BIBLIOGRAPHY ........................ -
Politics in a New Nation: the Early Career of James Monroe
72-15,198 DICKSON, Charles Ellis, 1935- POLITICS IN A NEW NATION: THE EARLY CAREER OF JAMES MONROE. The Ohio State University, Ph.D., 1971 History, modern University Microfilms, A XEROX Company, Ann Arbor, Michigan Copyright by Charles Ellis Dickson 1972 POLITICS IN A NEW NATION: THE EARLY CAREER OP JAMES MONROE DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Charles Ellis Dickson, B.S., M.A. ###### The Ohio State University 1971 Approved by PLEASE NOTE: Some pages have indistinct print. Filmed as received. University Microfilms, A Xerox Education Company ACKNOWLEDGMENTS Among the many people who have helped me in my graduate studies at Ohio State, I wish in particular to thank my adviser, Professor Mary E. Young, and my wife, Patricia. This work is dedicated to my father, John McConnell Dickson (1896-1971). ii VITA 13 June 1935 . Born— Pittsburgh, Pennsylvania 1957 ............. B.S., Indiana University of Penn sylvania, Indiana, Pennsylvania 1957-195 8 . Active Duty as Second Lieutenant, U.S.A.R., Port Lee, Virginia 1958-196 6 . Social Studies Teacher, Churchill Area Schools, Pittsburgh, Pennsyl vania 1961 ............. M.A., University of Pittsburgh, Pittsburgh, Pennsylvania 196^ . Pulbright Grant for Study and Travel in Prance and Great Britain 1967-1970 . Teaching Associate, Department of History, The Ohio State University, Columbus, Ohio 1970-Present . Assistant Professor, Department of History, Geneva College, Beaver Falls, Pennsylvania FIELDS OF STUDY Jefferson-Jackson. Professor Mary E. Young Colonial America. Professor Bradley Chapin and Assistant Professor Paul G. Bowers Tudor-Stuart. -
States Become a Nation (1760-1800)
Virginia Becomes a State; States Become a Nation (1760-1800) Virginia History Series #7-07 © 2007 People of Virginia The number of people residing in the Virginia Colony increased by over 2 ½ times from 1760-1800. 53 Counties had formed in Virginia by 1760 1760 VA Counties were mostly on the coast (i.e., Tidewater) and inland along rivers like the James, Roanoke, York, Potomac, and Rappahannock (i.e., Piedmont) The “Fall Line” Separates Tidewater & Piedmont Regions in Virginia Tidewater Piedmont Fall Line Virginia Great Falls of the Potomac on the Virginia “Fall Line” Virginia’s Early Land Claims included present- day Kentucky, West Virginia and much of the “Northwest Territories”also claimed by other Colonies/States Virginia ceded its claims on Northwest Territories to the United States in 1783 Land Speculation In the 1760s, Virginian’s gentry-owned companies hoped to make money from land speculation on the Ohio and Mississippi Rivers. The Ohio Company Ohio (which started work in 1754 and was River managed by George Mason) and the Land Mississippi Land Company (organized Speculation by Thomas Ludwell Lee, Francis Lightfoot Area Lee, Richard Henry Lee, William Lee, William and Henry Fitzhugh, Thomas Mississippi King Bullitt, and George Washington in 1763) River George’s sought title to millions of acres of Proclamation Western land through grants from King Line of 1763 George III. Instead of supporting land ventures by Virginia’s gentry, King George III hoped to set these lands aside for the Crown or English gentry and made a proclamation forbidding further settlement and speculation in British lands West of the Appalachians by colonial residents. -
When Freedom Wore a Red Coat
1 2014 Harmon Memorial Lecture “Abandoned to the Arts & Arms of the Enemy”: Placing the 1781 Virginia Campaign in Its Racial and Political Context by Gregory J. W. Urwin Professor of History Temple University Research for this lecture was funded in part by an Earhart Foundation Fellowship on American History from the William L. Clements Library, University of Michigan; a Tyree-Lamb Fellowship, Society of the Cincinnati; a Mellon Research Fellowship from the Virginia Historical Society; and two Summer Research Awards from Temple University. 1 2 On October 25, 1781 – just six days after Gen. George Washington attained the apex of his military career by forcing the surrender of a British army at Yorktown, Virginia – he issued an order to his troops that has been scrupulously ignored by historians of the American Revolution. Washington directed his officers and “persons of every denomination concerned” to apprehend the “many Negroes and Mulattoes” found in and around Yorktown and consign them to guard posts on either side of the York River. There free blacks would be separated from runaway slaves who had sought freedom with the British, and steps taken to return the latter to their masters. In other words, Washington chose the moment he achieved the victory that guaranteed American independence to convert his faithful Continentals into an army of slave catchers.1 This is not the way Americans like to remember Yorktown. We prefer the vision President Ronald Reagan expressed during the festivities marking the bicentennial of that celebrated turning point thirty-three years ago. Reagan described Yorktown to a crowd of 60,000 as “a victory for the right of self-determination. -
Assault on Fort Granby May 15, 1781
Vol. 4 No. 2.1_____________________________________________________ __April – June 2007 Assault on Fort Granby May 15, 1781 Fort Granby was built by the British and Loyalists around the Kershaw and Chesnut c. 1770 trading post on the western bluff overlooking the Congaree River. Located in an area historically called “the Congarees” which hosted two pre-revolutionary forts and trading posts dating back to 1715. German, Swiss and Scot-Irish immigrants established small farms in this area and Granby would later be the leading town for many years. This 1970 oil painting by Alfred Richardson Simson depicts the May 2-15, 1781 siege of the British post by the combined forces of SC militia Gen. Thomas Sumter and Continental Lt. Col. Henry “Light Horse Harry” Lee. A 263-man Loyalist force commanded by Maj. Andrew Maxwell defends the fortified frame house. Maxwell agreed to surrender provided he was allowed to maintain possession of his plunder. The green-jacketed Lt. Col. Lee, depicted to the left, watches his cannon engage the fort from the east side of the Congaree River as Gen. Sumter’s and Col. Thomas Taylor’s troops attack. The painting was photographed by Will Graves and enhanced for publication. Used by permission of The Cayce Historical Museum, 1800 12th Street, Cayce, SC where the original hangs. In This Edition: Book Reviews…….……………………………….………….....23 Southern Revolutionary War Institute……..….……..….……25 Editor / Publisher’s Notes………..……….…………..……….…2 Race for the Dan...…….…...…………………………...…....…28 Corps of Discovery……………..………….………………..……4 Calendar of Upcoming Events………………….………...……30 Marsh Tacky………………….………….…...……….…….……9 Kentish Guards in Savannah…………….………....…….……35 Letters to the Editor…………..…………………….…………..12 Col. Thomas Posey and the Virginia Regiment……..…..…....40 Upcoming SCAR events……………..……………..3 – 7 – 16 – 17 Lt. -
Road to Revolution 1760-1775
Road to Revolution 1760-1775 In 1607 The Virginia Company of London, an English trading company, planted the first permanent English settlement in North America at Jamestown. The successful establishment of this colony was no small achievement as the English had attempted to plant a colony in North America since the reign of Queen Elizabeth I in the l6th centu- ry. The Virginia Company operated under a royal charter, granted by King James I, which assured the original settlers they would have all liberties, franchises and immunities as if they had been “abiding and born within England.” By 1760, England and Scotland had united into the Kingdom of Great Britain and her settlements in North America had grown to thirteen thriving colonies with strong cultural, economic, and political ties to the mother country. Each colony enjoyed a certain amount of self-government. The ties which bound Great Britain and her American colonies were numerous. Wealthy men in the colo- nies, such as George Washington, used British trading companies as their agents to conduct business. Young men from prominent families, like Arthur Lee, went to Great Britain to finish their Map of the British Isles – Jamestown-Yorktown Foundation schooling. Colonial churches benefited from ministers who were educated in Great Britain. Many of the brightest men in the colonies, such as Benjamin Franklin of Pennsylvania, James Otis of Massachusetts, and Peyton Randolph of Virginia, served the British government as appointed officials. What then caused these strong ties to unravel after 1760? What caused the American colonists to revolt against their mother country in 1775? Though not recognized by most people at the time, economic and political forces beginning in 1760 on both sides of the Atlantic would force Great Britain and her American colonies to reassess their long relationship.